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Projects in world-friendship 


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Tue UNIVERSITY OF CHICAGO PUBLICATIONS 
IN Reticious EDUCATION 


Edited by 


ERNEST D. BURTON SHAILER MATHEWS 
THEODORE G. SOARES 


PRINCIPLES AND METHODS OF RELIGIOUS 
EDUCATION 


Digitized by the Internet Archive 
In 2022 with funding from 
Princeton Theological Seminary Library 


https://archive.org/details/projectsinworldfOOlobi 


PROJECTS-IN 
WORLD-FRIENDSHIP 


THE UNIVERSITY OF CHICAGO PRESS 
CHICAGO, ILLINOIS 


— 


THE BAKER & TAYLOR COMPANY 
NEW YORK 


THE CAMBRIDGE UNIVERSITY PRESS 
LONDON 


THE MARUZEN-KABUSHIKI-KAISHA 
TOKYO, OSAKA, KYOTO, FUKUOKA, SENDAI 


THE MISSION BOOK COMPANY 
SHANGHAI 





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A FRIEND FROM JAPAN 
(Miss Tazu YonEzAwa) 





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OO} 23 1995 


Projects in — 
World-Friendship 


By Joun Lesiie‘LoBIncIER 
Author of World-Friendship through the Church School 


THE UNIVERSITY OF CHICAGO PRESS 
CHICAGO 


COPYRIGHT 10925 By 
Tue UNIVERSITY OF CHICAGO 


All Rights Reserved 





Published April 1925 


Composed and Printed By 
The University of Chicago Press 
Chicago, Illinois, U.S.A. 


TO MY MOTHER 





GENERAL PREFACE 


The progress in religious education in the last few 
years has been highly encouraging. The subject has at- 
tained something of a status as a scientific study, and 
significant investigative and experimental work has 
been done. More than that, trained men and women in 
increasing numbers have been devoting themselves 
to the endeavor to work out in churches and Sunday 
schools the practical problems of organization and 
method. 

It would seem that the time has come to present 
to the large body of workers in the field of religious edu- 
cation some of the results of the studies and practice of 
those who have attained a measure of educational suc- 
cess. With this end in view the present series of books 
on “Principles and Methods of Religious Education’’ 
has been undertaken. 

It is intended that these books, while thoroughly 
scientific in character, shall be at the same time popular 
in presentation, so that they may be available to 
Sunday-school and church workers everywhere. The en- 
deavor is definitely made to take into account the small 
school with meager equipment, as well as to hold before 
the larger schools the ideals of equipment and training. 

The series is planned to meet as far as possible all 
the problems that arise in the conduct of the educational 
work of the church. While the Sunday school, there- 


1X 


x (GENERAL PREFACE 


fore, is considered as the basal organization for this 
purpose, the wider educational work of the pastor him- 
self and that of the various other church organizations 
receive due consideration as parts of a unified system of 


education in morals and religion. 
THE EDITORS 


at 


AUTHOR’S PREFACE 


This book is based upon the conviction that chil- 
dren and young people can most effectively help such 
causes as social service, Christian missions, and world- 
peace by becoming intelligent in regard to the people of 
other races and groups and classes, and by engaging 
freely in friendly and helpful enterprises for them. 
These are the paths by which they enter into attitudes 
of genuine friendliness. When. young people approach 
maturity with a reasonable degree of knowledge as to 
the mode of life and customs and culture and needs of 
other social or racial groups, and witha feeling of friend- 
liness toward them, they have made their best contribu- 
tion toward the achievement of world-peace and of the 
ideals of Christian missions and social service. 

The present volume is an attempt to indicate how 
the church school may work toward this end. It deals 
with practical problems, with principles involved, and 
with suitable methods of procedure. It includes also a 
record of various projects in world-friendship, carried 
out under the author’s leadership, by pupils of different 
age groups. 

By implication, at least, this is intended as a protest 
against predetermined, formulated, stereotyped pro- 
grams of instruction in missions, community better- 
ment, and questions of peace and war. Those who are 
searching for programs prepared in complete form, with 


xl 


xii AUTHOR’S PREFACE 


specific directions as to every movement, without the 
expectation of originality and initiative on the part of 
leader or children, will find but little help here. Even 
the projects given could scarcely be copied and repro- 
duced in other situations; an attempt to do so would be 
doing violence to the project principle itself. It is hoped, 
however, that this record of the way in which other 
groups have proceeded will prove helpful and suggestive, 
and that the general discussion of principles and meth- 
ods involved will aid and stimulate some in the develop- 
ment of their friendship programs in their own way. 

Instructors using the author’s training course, 
World-Friendship through the Church School, may find 
the present volume helpful in the hands of the class 
members. It is intended also for the use of missionary 
superintendents, leaders attempting to develop a pro- 
gram of world-friendship, and others interested in the 
educational program of the local church. 


TABLE OF CONTENTS 


PAGE 

BIStOPALLLUSTRATIONS eta) IW <) s, Mabon, eleeeeer.) ixy 
CHAPTER 

I. WorLD-FRIENDSHIP AN EDUCATIONAL PROBLEM I 


DE LMPOR TANT: PRINCIPLES Putty fhe) ree 7 
ToL weUsing THE PROJECT. METHOD: *<i4). oy Nos 
EY UHM RLIME GLEMENT: 4, Wee te AT 
PER LBADERS Ogi hak nmr eee ce tag 


VI. PROJECTS IN THE PRIMARY DEPARTMENT o49.55 
1. Helping Our Little Friends in Japan . . 55 


2. Helping Other Children in America. . . 79 
VII. PROJECTS IN THE JUNIOR DEPARTMENT. . . 08 
t. Our Friends in the Southern Mountains . 08 

2. Helping Children of the “Loving-All In- 
stitute’ of Japan =.) .4.. 107 

3. Learning to Know Our Brendes! ne [ter 
eS 0Td EVTA TEATS) Ms? 8 RE | hl EEG is yo: 


VIII. Projects IN THE JUNIOR HicH ScHoot DE- 


PARTMENT . . 124 
1. Helping in the eiterorice aE a New ae 
HMospitalc. sano 124 
2. Showing maonate ocean Orphan Reve of 
therNear East"... Te TAR asic 
3. Renewing an Old Rrendchipe sare 139 


as 


. Helping the Earthquake Sufferers of Tenia I4I 

5. Entering into Sympathetic Appreciation of 

SICGeine dite ee oe eee Reel eg 
xiii 


X1V TABLE OF CONTENTS 


CHAPTER 
IX. PRoyEcTs IN THE SENIOR HicH ScHooL DE- 
PARTMENT 


1. The Relief of eaten Ghidien 

2. An Effort to Discover What the Missioneee 
and Benevolence Interests of the Church Are, 
and to Help in Maintaining Them 

3. Understanding Our Japanese Friends 

4. New Americans: Our Foreign Friends at 
Ellisslslindsseca ccs 


READING SUGGESTIONS: (7 .ak ous cos Update oe 


INDEX ° e ° e e e e e e e e e e 


PAGE 


TOL 
161 


162 
164 


165 
168 


175 


LIST OF ILLUSTRATIONS 


A FRIEND FROM JAPAN . . . . ...~—.._~—,. Frontispiece 


Our FRIENDS IN JAPAN (A Primary Department 
Chart) : 


PLEASANT Hitt ACADEMY AND THE ‘TENNESSEE 
MOUNTAINS ON THE SAND-TABLE . 


Our LittLe INDIAN FRIEND AT SANTEE ee ar; 
Our InpIAn FRIEND (A Primary Department Chart) 


“How DREAMS CoME TRUE” (Scenes from a Drama- 
tization by Sixth-Grade Girls and Boys) . 


THE COMMITTEE Packs THE Box 


A Cuart: THE JUNIOR DEPARTMENT AND THEIR JAP- 
ANESE FRIENDS 


Wuy aA New Hospitat? (From a Deed by 
Seventh-Grade Girls) 


PAINTING THE PICTURES: NINTH-GRADE Boys Dr- 
SCRIBING NEAR EAST ORPHANAGES 


In A Near East ORPHANAGE (Dramatization by 
Ninth-Grade Boys) 


SULOCHANA ZADHAV 


IN THE Home oF Meenatscut (From “The Indian 
Helen Keller,” Scene I) . 


THE Priest HANDING THE SACRED ASHES TO MEENAT- 
ScHI (From “The Indian Helen Keller,” Scene II) 


THE OPENING PRAYER (From “The Indian Helen 
Keller,” Scene ITI) 


DISPLAYING THEIR HANDIWORK (Senior High School 
Girls with Gifts for a Chinese Girls’ School) . 


XV 


77 


85 
oI 
95 


104 


114 
IIQ 
128 
134 


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140 
146 
154 
158 


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CHAPTER I 


WORLD-FRIENDSHIP AN EDUCA. 
TIONAL PROBLEM 


Among the significant social movements of this gen- 
eration is the serious effort toward peace among the na- 
tions. It is by no means a new crusade, for movements 
in this direction can be traced back through many gen- 
erations. The efforts of today, however, present the 
cause of peace as more urgent and imperative than ever 
before. The serious note has always been present. But 
the movement of today has a vitality that its prede- 
cessors have not had. This vitality is due, in part, to 
the momentum that has been accumulated through 
effort after effort in this direction during the decades 
and the centuries that are gone. It is due, also, to the 
events of 1914-18, and to the conflicting emotions and 
reactions that have followed that catastrophe. Thus it 
happens that steps in the direction of international 
peace are matters of the deepest concern to the most 
thoughtful minds of our time. In many respects, as to 
plans and methods, these minds do not agree. In one 
respect, however, there is no substantial disagreement. 
All who understand the importance of the issues in- 
volved, and the psychology back of their solution, are 
convinced that nothing is more fundamental than the 
educational aspect of the problem. 


I 


2 PROJECTS IN WORLD-F RIENDSHIP 


While the obstacles to be surmounted in the struggle 
toward international peace are many and varied, among 
the greatest of these obstacles is a wrong attitude of 
mind. To change that attitude of mind is a problem 
for the educator. Actually to develop the attitude of 
world-friendship in childhood, to keep it alive and en- 
riched through adolescence, to maintain it through the 
experiences of maturity, is to overcome the greatest 
obstacle in the path toward peace among the nations. 
World-friendship is an educational problem. 

When we turn our attention toward the modern 
church, and the channels into which it directs its chief 
energies, we are impressed by the large emphasis that 
has been placed upon missions. Aside from the main- 
tenance of the church itself, in its own localities, no 
single cause of the past century has called forth a 
greater volume of financial support and earnest person- 
al effort than the cause of home and foreign missions. 
When its friends were few, its enemies, in the nature 
of the case, were few also. But as it gradually came to 
be regarded as among the chief objectives of the church, 
its increasing number of friends were met by a growing 
number of men and women opposed to the whole mis- 
sionary project. Often this opposition has been based 
upon ignorance; often it has been based upon selfish- 
ness. For such opposition there can be no justification. 
Sometimes, however, the opposition has been directed 
only against a point of view and a method that have 
been regarded as outworn. This outworn viewpoint con- 
ceived the task of Christians to be the uprooting of 
everything non-Christian, and the substitution of what 


AN EDUCATIONAL PROBLEM 3 


was considered Christian. It sought to change oriental 
life and customs into the civilization of the Occident. It 
supposed itself to be the conveyor of truth in its en- 
tirety to people whose whole system of life and religion 
was false. Its confident sense of superiority led inevi- 
tably to a patronizing attitude. 

The more modern viewpoint toward missions, how- 
ever, is very different. It recognizes that there is truth 
in every religion and every school of thought, and it ap- 
proaches other religions in the spirit of a learner as well 
as that of a teacher. Its attitude is appreciative of the 
good it is sure to find. It is as certain that the Occident 
can learn from the Orient as it is that the Occident has 
something to give. If it approaches peoples whose lives 
can be made richer and fuller by what it has to offer 
—of medicine, or science, or industrial achievement, or 
ways of living—it offers it in the spirit of friendship. It 
seeks to preserve all that is true and best in the system 
that it meets. It seeks not to destroy, but to fill life 
full of richness. It is free from the patronizing spirit, 
but has the spirit of friendliness in abundance. This 
spirit of friendliness appears both as the motive for 
missionary ventures and also as one of the great ends 
which the missionary effort may achieve. 

But the development of this attitude of world- 
friendship can be accomplished only by the process of 
education. Children and young people can be trained 
in this direction as easily as they can be trained in 
mathematics or domestic science, but the method em- 
ployed must be no less educational. 

The approach to community work and to social serv- 


4 PROJECTS IN WORLD-FRIENDSHIP 


ice in its various aspects is essentially the same as has 
been indicated. Friendship should be the dominating 
motive, and a growing degree of friendliness one of the 
ends in view. Whether one’s primary interest, there- 
fore, is in community service, or social betterment, or 
foreign missions, or world-peace, or any other like enter- 
prise, there can be no more fundamental way of ap- 
proach than to attempt to cultivate in children and 
young people the attitude of friendliness for other social 
or racial groups. If this attempt is made by the super- 
ficial method of exhortation it will fail. If it is made by 
the slower method of education, there will be some hope 
for its success. 

_ Leaders in the field of religious education ought, 
therefore, to plan carefully for a program of world- 
friendship. That program ought to occupy such a place 
in every church’s training scheme that it will not be 
thrust aside by other interests. It ought not to appear 
as so much of an elective that relatively few of the young 
people benefit by it or are conscious of it. It should be 
as vitally integrated in the total religious education 
program of the church as is worship. It should have as 
definite and fixed a place in the teaching scheme as 
biblical instruction usually has. There is no more reason 
why only a part of the entire group of youth who make 
up the constituency of the church should be trained in 
world-friendship than there is for worship and biblical 
instruction to be limited to a few. Whenever small, vol- 
untary clubs or societies are the exclusive agencies for 
training any age group in world-friendship, such train- 
ing can scarcely be said to be a part of the church’s com- 


AN EDUCATIONAL PROBLEM 5 


plete educational program. The church school should 
find time and place for this element; in no other way is 
it likely to receive the emphasis it deserves; on no other 
basis can it minister to all of the youth of the church. 

Missions must be neither exalted nor minimized to 
the extent of being thrust off into a compartment by 
itself. World-peace is too closely related to the very 
essence of Christianity to be thought of as separate 
and apart from religion. Social service is too deeply reli- 
gious to be regarded as a secular interest. And these 
three—missions, world-peace, and social service—are so 
close akin as to be essentially of the same nature and 
prompted by the same spirit. They are of the deepest 
concern to religious education, and the best approach to 
all is by the same path, the development of the attitude 
of friendliness—friendliness that is based on knowledge 
and understanding, and that is great enough to pass 
over the barriers of class or race. 

Undoubtedly much has been accomplished through 
mission bands, children’s peace societies, helping-hand 
guilds, and the like. But they are too limited and ex- 
clusive. It is of doubtful wisdom, moreover, to take one 
interest of this kind, and to tear it apart from other 
great interests, when all should be worked together into 
a single fabric. Undoubtedly much has been accom- 
plished through certain courses of study which church 
schools are using. Some have given a sympathetic 
glimpse of other lands and other religions and other 
peoples. Some have portrayed the characters of men 
and women of ancient and of modern times who have 
worked in the spirit of supreme friendship for people of 


6 PRojJECTS IN WORLD-FRIENDSHIP 


other racial groups, for slaves, for prisoners, for social 
outcasts, and who in so doing have promoted the ideal 
of world-friendship. Such studies as these have had 
great value and should be continued. 

What is needed, however, is something more com- 
prehensive and more vital. The kind of training nec- 
essary is that which will enlist all the youth who come 
under the church’s influence, and inspire them to dis- 
cover for themselves the habits and customs and life- 
concerns of different groups of the human family. A 
scheme of training is needed which will lead boys and 
girls to be appreciative of the best in such groups, and 
to think of them as friends; to form contacts with them 
through correspondence, or by personal touch, or in 
other ways; to engage in friendly enterprises for them, 
not in a patronizing way, but in the same spirit that 
would call forth such activities for any friend, near or 
far. In brief, the church needs to give its children and 
youth more comprehensive training in this direction; 
and the most fundamental aim in such a training pro- 
gram will be the growth on the part of the children and 
youth themselves of the attitude of friendliness, directed 
intelligently and concretely toward some, however far 
away, whom they have learned to regard as friends. 





CHAPTERAL 
IMPORTANT PRINCIPLES 


[t is the purpose of this chapter to emphasize some 
of the basic principles that should guide one in attempt- 
ing to build a program of world-friendship. In enunciat- 
ing these principles, much emphasis is given to the 
pupil’s growth and welfare as paramount, and other 
considerations are regarded as secondary. It is an en- 
couraging sign that church leaders are coming increas- 
ingly to regard this as sound doctrine. 

1. The thought to be kept uppermost in mind is the 
development of the participating pupil—When a group of 
children decides to help a kindergarten in Japan, which 
is of greater importance, the actual money or presents 
sent to that kindergarten, or the development of the 
givers? When a class of boys spends a month or two in 
behalf of a hospital, discovering its needs and making 
articles for its inmates, or contributing toward a new 
room, which is of greater importance, the actual help 
that the hospital receives, or the influence of the enter- 
prise upon the boys themselves? When the girls of a 
church-school group decide to assume the support of a 
girl in school in the mountains of the South, and in 
carrying out their purpose inform themselves about her 
life and interests, correspond with her, send her a birth- 
day box, receive her picture, dramatize the life she and 


7 


8 Projects IN WORLD-FRIENDSHIP 


her schoolmates lead, and keep, as a permanent pos- 
session, charts and other reminders of their friendly en- 
terprise, which is of greater importance, the fact that one 
girl is receiving a month’s or a year’s education, or the 
broadening horizon and the character growth and the 
friendly mind of the group at home? 

When the questions are asked as concretely and 
definitely as these, with the two alternatives placed 
squarely beside each other, there are probably few who 
would urge that the actual help given to any of these 
causes is really of chief concern. There are no doubt 
some who would insist that both are of so great 1mpor- 
tance that to attempt to measure their relative values 
is a mistake. But the majority, it can scarcely be 
doubted, would not hesitate to say that the most im- 
portant consideration is the effect upon the participat- 
ing and co-operating groups. At any rate, the majority 
will be ready to be counted on that side when dealing 
with a purely hypothetical case. 

It is not always easy, however, to bring people, in 
their practice, to the point of exalting to its proper 
place the idea of the development of the participating 
pupils. Earnest people, whose lives are devoted unself- 
ishly to a worthy cause, are frequently so anxious to see 
their hopes for that cause realized that they are ready 
to exploit any agency that will lend itself to exploitation 
in the interests of the cherished enterprise. Children 
most readily lend themselves to such exploitation—a 
church school, or a group within the school. Thus the 
educational method and the principle now being em- 
phasized are trodden under foot. In using the word “‘ex- 


IMPORTANT PRINCIPLES 9 


ploitation” there is no thought of casting any slur upon 
good causes or sincere workers. Children are exploited 
all too often in behalf of the worthiest causes; the mo- 
tives are the best. The causes must continue to be sup- 
ported, but the method of approach to children must 
change. 

Here, for example, is a social settlement in a con- 
gested section of the city. It is doing a good work, but 
is hard pressed for funds. It ought to continue its work. 
In the search for funds, someone conceives the idea of 
approaching the children of the churches, and the can- 
vass begins. Superintendents are urged to allow a rep- 
resentative to make a plea to the school. Without any 
initiative on the children’s part, without any chance for 
them to determine whether or not they desire to co- 
operate, without any study of the particular social set- 
tlement, or actual knowledge of the situation, without 
any real friendly interest as a motive, the appeal is 
made. Like any emotional appeal, it brings response; 
a sum of money is raised for the settlement, and the 
matter is ended. But what of the effect upon the chil- 
dren? Has the enterprise played a part in their develop- 
ment? Or have they been exploited—for an excellent 
cause, let it be granted, but none the less exploited? 

Here, again, is a women’s missionary organization, 
whose members are devoted to the missionary enter- 
prise as few people are committed to any cause. They 
know the value of the work in which they have a part, 
on the western frontier, in Africa, in China. How shall 
they secure sufficient funds to carry on the work ade- 
quately? Among the possible sources for such funds 


10 Projects IN WORLD-FRIENDSHIP 


are the children of the churches. They are asked and 
urged to give to some specific interest; it may be an 
adult interest! They are asked to give to the great work 
of the denominational foreign board; what concern has 
a child with a “board”? The appeal is made to their 
generosity in order that a church “apportionment” may 
be met; why should children be concerned about an “ap- 
portionment” ? Anyway, what voice had they in making 
it? All too often the method in vogue in our churches 
puts children on the outside of the enterprise entirely, 
and by so doing fails to enlist their interest in the mis- 
sionary cause, and fails also to develop a generation of 
young people with an attitude of friendliness for other 
peoples that will make them permanent supporters of 
all great friendly enterprises—missions, international 
friendship, community service, and the like. 

Fortunately these are not the only ways of ap- 
proach. There are those who are using a thoroughly ed- 
ucational method, and keeping ever uppermost the de- 
velopment of the participating pupils. In the long run, 
this method will call out more money for the causes 
themselves. But more important than that, it will raise 
up real friends to those causes, with an interest that is 
intelligent and that will endure. The wise leader in any 
world-friendship program will test every element of that 
program by this cardinal principle: its effect upon the 
participants. 

2. Pupils ought to be permitted to decide for themselves 
what causes they will help and what interests will occupy 
their attention.—To carry out this principle is very much 
more difficult than for the adult leader, or some com- 


IMPORTANT PRINCIPLES GL 


mittee of adults, to make the decisions for youth; but 
it is also very much more effective. It is in harmony, 
moreover, with the best educational practice. If a group 
of adults (in order to make sure that the most important 
causes are chosen, and that the denominational benev- 
olences are not neglected) selects a number of interests 
for the year, plans a program of study, and determines 
the financial aims for the children, the year’s work may 
be fairly satisfactory from certain angles, but from the 
viewpoint of the pupils themselves it will be unsatis- 
factory. The first principle, discussed above, has been 
violated; the development of the participants has been 
made secondary to other considerations. 

There is great value in permitting young people to 
have self-determination in such matters as these. If 
they happen to be particularly concerned about the 
famine-stricken children of some corner of the world and 
want to engage in a friendly enterprise on their behalf, 
studying about their present conditions and their gen- 
eral ways of life, giving money to help in the relief of 
their present plight, and getting into touch with them 
in some definite personal way, they should not be 
hampered in that desire. What will be the effect upon 
their altruism and genuine humanitarianism if some 
adult says to them: “No, you must not do that, because 
the benevolence apportionment of our church does not 
include that item, and we must all work together to 
raise that apportionment.”’ What will be the effect upon 
their enthusiasm for all these great friendly enterprises 
if an adult committee tells them: “Of course we feel 
sorry for these famine-stricken children, but our state 


12 PRojEcTS IN WORLD-FRIENDSHIP 


officers have worked out the program for the year and 
we must give our money at the present time toward the 
support of Miss Blank, our missionary in Tibet!” 

When children actually decide upon their own 
friendly enterprise they have an interest in it that is real. 
No one, young or old, can have as great enthusiasm for 
that which has been superimposed upon him as for a 
cause which he has had a part in considering and decid- 
ing. No friendship project can succeed very well unless 
pupils are genuinely concerned about it; and such con- 
cern is greatly increased by the fact that they have en- 
tered upon the whole enterprise of their own volition. 

The question of training is also a matter of no slight 
importance. Practice in making their own decisions is 
the only known way of training young people in the art 
of making decisions wisely. No one springs full grown 
into such ability; but the way in which some leaders 
would repress youth and withhold from it all rights of 
self-determination would seem to imply a belief on their 
part in one’s ability to choose wisely by the mere process 
of passing from adolescence into maturity. If the prac- 
tice of self-determination is permitted through a long 
period, under guidance, the decisions of the next gen- 
eration of adults need not be a matter of worry or con- 
cern. 

The value of allowing young people to make such 
decisions rests not simply in the increased enthusiasm 
that is thus aroused for a good cause, nor in the impor- 
tance of the training that it gives for such decisions in 
the future. There is great value, also, in the fact that 
young people feel themselves to be within the circle of 


IMPORTANT PRINCIPLES 13 


the whole enterprise, rather than outside its circumfer- 
ence. If young people are really a part of the whole 
process, there are possibilities in their friendly enter- 
prise that are entirely missing when they are kept more 
or less on the outside. 

It should be borne in mind that the wisdom of the 
decisions made is by no means the most important con- 
sideration. Here are a score of friendly enterprises that 
come to the attention of the group: helping a negro 
school in Alabama; the relief of starving children in 
Germany; having a part in furnishing a children’s ward 
in a hospital in China; “adopting” an orphaned girl ina 
Christian school in India; becoming responsible for cer- 
tain needs of an east-side New York family; and the like. 
If the decision is left to the children, may they not vote 
for something of slight significance compared with cer- 
tain other causes which they reject? Of course no one 
has any basis for knowing in any absolute sense what is 
of chief significance; but even if, according to adult 
standards, the decision is not the wisest one possible, 
that is of secondary concern. Even though they decide 
with seemingly poor judgment it is best that the decision 
should remain in their own hands. 

It ought not to be assumed, however, from such a 
statement that there is no place for adult guidance and 
for certain types of suggestion from those who have had 
more experience. Not in this particular connection, but 
as a general principle underlying character formation, it 
has been suggested that it is 
most important that children should have Opportunities to 
judge and to decide, and even to make mistakes. They 


IA PROJECTS IN WORLD-FRIENDSHIP 


should, of course, be sufficiently guided so that they do not 
go too far wrong, for if they make mistakes too often, there 
is grave danger of harmful habit-formation.’ 


This guidance on the part of adult leaders should 
usually be by indirect methods. Frequently they will 
have the opportunity of bringing to the attention of the 
group certain causes and interests of which they might 
not otherwise be conscious. Sometimes there will be an 
opportunity for the leader to tell a story, and ine: ts 
alert he will select a story that unobtrusively suggests 
some important cause or the life of a particular people 
that he has in mind. Often a letter is received at an op 
portune time, and the mere reading of it to the group 
serves to suggest to their minds a new cause which would 
not have occurred to them otherwise. If the group is in 
the habit of making its decisions on the basis of recom- 
mendations from a committee of its own members, the 
skilful leader has the chance to direct and turn the dis- 
cussion in the meeting of that committee, without seem- 
ing in the least degree to dictate, so that recommenda- 
tions are decided upon that would never have been 
thought of had the leader been absent. The only kind 
of guidance that is legitimate is that which is implied in 
the two words ‘“‘attention” and “suggestion.” He may 
bring matters to the attention of the group, and he may 
in various indirect ways suggest advantages and dis- 
advantages of any decision. In fact, if he does not seek 
to direct and guide pupil activity in some such way as 
this he has forfeited his right to be called a leader at 


1, R. Smith, Education Moves Ahead, p. 123. Atlantic 
Monthly Press. 





IMPORTANT PRINCIPLES I5 


all. But, on the other hand, the moment he imposes his 
will upon the group he has likewise ceased to be their 
leader and has instead become their driver. 

Perhaps this topic ought not to be passed by without 
a word in regard to the application of this principle to 
younger children, e.g., children about six or eight years 
of age. In the nature of the case, the same degree of self- 
determination cannot be expected of them as we expect 
of young people of the high-school age, for their experi- 
ence is so much more limited. But if we expect them to 
show some initiative and some ability to direct their 
own policy when they have reached adolescence, we 
must lay the proper foundations in childhood. Children 
of this age are very susceptible to suggestion. They will 
meet us more than halfway. They are ready to grasp 
at what is put before them, if it is suggested with en- 
thusiasm and attractiveness. But they can be made to 
feel that the decision is their own, even if the leader 
knows that they are merely voting to acquiesce in what 
he has more or less indirectly suggested to them. And, 
of no less importance, the whole project can be carried 
out in such a way that they are participators in it from 
the beginning, and that they feel themselves to be carry- 
ing it along to completion. 

The older and more experienced the group, the more 
definitely may they be expected to initiate suggestions 
for their specific world-friendship interest. But at every 
age they ought to feel that the decision in regard to their 
friendship project has actually rested in their own 
hands. 

3. Pupils ought to plan as much of their program as 


16 PROJECTS IN WORLD-FRIENDSHIP 


possible, and in the carrying out of the program there 
should be large place for pupil activity —The method of 
program-planning adopted is of less importance than 
the certainty that pupils themselves have a large part in 
the planning. As soon as the class or department has 
agreed upon its interest (and it is better to have no 
larger unit than the department working together for 
this purpose), its next task is to decide upon a method of 
procedure. If the group is small it may easily undertake 
the work of formulating its program. A large group, 
however, will probably find it more satisfactory to select 
a representative committee to bring back recommenda- 
tions. Such a committee ought to have a clear concep- 
tion of the aims in view, and not all will see those aims 
alike. Assuming, for example, that the cause agreed 
upon is the sending of a certain boy, A.B., from the 
mountains of West Virginia to a certain school, C.D. 
Academy, in Tennessee, it is possible that such aims 
as these might be formulated: (1) to find out more 
about A.B. and the kind of life he and his family and 
friends live in West Virginia; (2) to find out more about 
C.D. Academy and what it is doing for the girls and 
boys of the southern mountains; (3) to form some per- 
sonal contacts with A.B. by correspondence, by an 
occasional present, or in any other possible way; (4) to 
help him by paying toward the cost of his education; 
(s) to broaden our circle of friends by adding to it A.B. 
and others from the mountain country of West Virginia 
and Tennessee. 

The program will vary according to the originality 
of the particular group of young people and ability of 


IMPORTANT PRINCIPLES 17 


the leader to turn their attention into new channels of 
possible expression. Possibly their program will include 
elements that reveal a desire to know something more 
of the life and customs and achievements and handicaps 
of their new “‘friends.” Talks, reports, brief papers, or 
a message from an occasional visitor may find a place 
on the tentative program. Possibly there will also be 
evident a desire to portray something of this life. 
Charts, pictures, dramatizations, sand-table work, col- 
lections and exhibits of curios may also be included. Pos- 
sibly the program will indicate a desire to help in prac- 
tical, concrete ways. The regular gifts of money or 
special gifts will be considered, and also the sending of 
presents in the form of needed articles or little luxuries, 
as friend would send to friend. 

Whatever suggestions such a committee makes, even 
though adopted by the group, should be thought of as 
capable of change and modification, as the project pro- 
gresses and the desirability of change appears. Ex- 
perience has shown that too many “‘talks to the chil- 
dren” are fatal. What is most to be desired is the gen- 
eral participation of the pupils themselves, heartily and 
freely, and such a variety in the programs themselves as 
to make them retain their freshness. There need be no 
great worry about the originality and freshness of the 
programs, however, if the ideal of active and interested 
participation on the pupils’ part has been realized. 

4. Interest must be utilized as a basic factor through- 
out the project if we are to develop an enduring interest in 
other human groups or causes.—One may still find advo- 
cates of the doctrine that character can be developed 


18 PROJECTS IN WORLD-FRIENDSHIP 


only by doing things disagreeable and uninteresting. 
From this point of view, the more interesting the educa- 
tional process, the more certainly is it a failure. What 
children need, they tell us, is to do as they are bidden, 
and if such a course is found to be difficult the mere do- 
ing of the difficult thing will prove to be a source of 
strength. This viewpoint, like all pernicious doctrines, 
has in it an element of truth; it loses sight of the fact, 
however, that interest inspires a child to untold effort, 
and makes possible achievement in knowledge, in atti- 
tude, and in habits that would otherwise never have 
been realized. The story of great inventions, the story 
of notable discoveries, the story of unusual achievement 
in literature and art and music—these are simply the 
stories of people whose activities have been prompted by 
interest in certain particular directions. Educators have 
made considerable progress from the position suggested 
by Mr. Dooley’s words: “I don’t care what ye larn 
thim so long as ’tis onpleasant to thim.” They are 
recognizing that effort is dependent in large measure up- 
on interest, and that achievement thus rests upon both 
effort and interest. 

If the world-friendship projects carried on by groups 
of children are to be effective in producing more knowl- 
edge about the life of other social and racial groups, atti- 
tudes of deepening friendliness for those groups, and 
habits of helpfulness and friendly activity in relation to 
them, the children must be dominated by genuine in- 
terest. We are interested in what is our own: our home, 
our family, our school, our church, our town. When the 
friendship project is developed in such a way that chil- 


IMPORTANT PRINCIPLES 19 


dren feel it to be truly their own, their interest is as- 
sured. If something is being done, and they have had a 
part in deciding what it is to be, and in doing it, it is 
their own. They do not simply observe the machinery; 
they do not simply make the machinery go; they know 
that except for themselves there would be no machin- 
ery! Since they are so vital to the whole process their 
interest is secure, and their effort is not likely to relax. 
It is imperative, therefore, that young people should 
determine the cause that is to engage their attention, 
decide the course of procedure that they are to follow, 
and themselves carry out the program. Thus they not 
only feel themselves to be working out the project, but 
they know also that without them there would be no 
project at all. And the interest aroused by this realiza- 
tion and by this sense of participation becomes uncon- 
sciously their driving force in going ahead. 

The interest which carries a pupil through any spe- 
cific project ought to result in an enduring interest in 
that cause or group of the human family. That is what 
may be hoped for as a result of such a course of pro- 
cedure as has been suggested. The desire for expression 
is a result of interest in any cause; expression then re- 
sults in greater interest in that cause. The process works 
in a circle and is continuous. And by means of that pro- 
cess it is possible to train young people into a deep and 
permanent interest in causes that really count. 

5. Such elements as instruction, expression, giving, 
and service ought to be linked together in one unified pro- 
gram.—When attention is scattered and interest divided, 
the effectiveness of the enterprise (or enterprises, as it 


20 PROJECTS IN WORLD-FRIENDSHIP 


would be in such a case) is greatly reduced. When atten- 
tion is focused in one direction, and confined to one in- 
terest, a more satisfactory result is obtained. The vari- 
ous elements in the program ought to make their con- 
tributions, from entirely different angles, toward the end 
desired. They are simply different methods of achiev- 
ing the aim of all world-friendship projects. By using 
all of them, we secure freshness and variety of approach, 
and produce deeper impressions and convictions. If one 
of these methods is omitted in the carrying out of the 
project, but utilized at the same time for another pur- 
pose, attention is scattered, interest is divided, and the 
value of the project is weakened. 

To be more concrete, a high-school department has 
adopted for its friendship enterprise during the fall quar- 
ter the task of helping a certain Christian school in 
Japan. Week by week they continue to learn about this 
school and the life of its students; much of the learning 
process is by means of expressional work of various 
forms; sometimes they play out the life of these Jap- 
anese students; sometimes they show appropriate pic- 
tures and articles of interest from Japan; sometimes 
they report on different aspects of the school life. Dur- 
ing the department’s worship periods this interest is not 
forgotten. At the same time their contributions are 
made each week, not simply as the ‘“‘Sunday-school col- 
lection,” or “for the church,” or “for missions,” but 
specifically for paying the expenses of some student in 
this Japanese school, or as a gift toward the upkeep of 
that school. And some method is adopted to keep con- 
stantly before the attention of the givers that their 


IMPORTANT PRINCIPLES 21 


money is to be used for the same friendly interest that is 
occupying their attention during these months. Early 
in the quarter some have conceived the idea that there 
could be no more appropriate Christmas giving than 
to their new circle of friends in this Japanese school. 
The suggestion has been well received, and by the end 
of November a box has been sent with gifts that repre- 
sent the young people’s work and also their friend- 
ship. 

In such a case as this, there has been an appropriate 
combination of information, expressional activities, wor- 
ship, giving, and service—all directed toward the same 
interest. This variety of method has served to concen- 
trate attention in one direction, yet without the tire- 
someness that might result from the use of only a single 
method. It has increased the amount of interest in the 
whole enterprise, and at the close of the quarter has no 
doubt left most of the young people with a permanent 
interest in a certain school in Japan and a certain group 
of Japanese students. 

If any one of those methods had been omitted, the 
effectiveness of the project would have been weakened. 
If any one had been utilized at the same time in the 
interests of another enterprise, the resulting divided in- 
terest would also have proved a weakness. Either of 
these possibilities is likely to happen. In the working 
out of the project young people may not always include 
much variety in the instructional element; they may 
omit any kind of service. The project may still go for- 
ward and have value, but a leader should not lose the 
opportunity, by indirect suggestion, of working toward 


22 PROJECTS IN WoORLD-FRIENDSHIP 


the inclusion of as many of these elements as possible. 
When the second possibility occurs (viz., using one of 
these methods for another unrelated enterprise), it is 
often due to the zeal of some good people who do not 
understand the workings of the friendship program or 
its purpose. They know of a family on the western 
frontier who ought to receive a Christmas box, and they 
think that it would be splendid for the high-school de- 
partment to send such a box. They come and urge it 
upon them, and (to continue the same hypothetical 
case), regardless of the fact that at this particular time 
the appropriate place for the young people to send their 
box is to the school in Japan in which they are inter- 
ested, these zealous friends urge their own pet interest. 
A leader may lose a certain amount of favor (but cannot 
help winning out in the end) by taking a determined 
stand between outsiders who are enthusiastically pro- 
moting a good cause and the well-rounded program of 
the young people as they are trying to carry it out. 
There will be urgent appeals for the privilege of taking 
collections for other good purposes, but, if possible, these 
should even be withheld from the attention of the young 
people. Giving to one benevolence cause at a time is 
sufficient, and such giving ought not to be separated 
from service and instruction. 

The discussion of this principle ought not to be com- 
pleted without a word about children’s gifts in the 
church school. It is amazing how many children have 
absolutely no conception of the purpose for which the 
money they bring each Sunday is used. Still it is not 
amazing when we realize how seldom the matter is dis- 


IMPORTANT PRINCIPLES 23 


cussed, either with them or in their presence. Small chil- 
dren sometimes think it is a gift to their teachers. One 
small boy refused to take more than one cent (although 
his mother wanted him to take two or three) because he 
did not like his teacher. More often children do not stop 
to think what becomes of the money they give. It is 
simply a part of the routine, something that always has 
been done, and that is sufficient. 

But even if all do understand the purposes for which 
their gifts are used, this fact is not enough. Are they 
used as they should be? They are usually used in one 
of six ways: (1) for supplies and other expenses of the 
school; (2) for the church; (3) for benevolences; (4) part 
for school expenses and part for the church; (5) part 
for school expenses and part for benevolences; (6) part 
for the church and part for benevolences. 

The first is probably the most unsatisfactory of the 
six, and churches ought to grow out of that method as 
rapidly as possible. The church school is the church’s 
training department, and its expenses ought to be borne 
by the church; this is no more unreasonable than it is 
to expect the community to pay for its public schools. 
Whenever the church assumes the budget for the main- 
tenance of its school, as on a par with minister’s salary, 
music, etc., the educational work of the church is magni- 
fied in importance. Probably no more satisfactory finan- 
cial plan has been worked out than that which permits 
all the money contributed by the members of the church 
school to be used for some good cause other than the 
running expenses of the school, to be determined by the 
pupils themselves. They have the right to such self- 


24 PROJECTS IN WORLD-FRIENDSHIP 


determination, and the practice of making their own 
decision is an exceedingly important element in their 
training. 

It is giving according to this plan that can easily be 
brought into a unified program with instruction and 
service. For when a church has adopted this better 
system, the principle of self-determination can be ap- 
plied to children’s. contributions, and their money can 
be used for those friendly interests upon which they de- 
cide. This very fact tends to develop generosity. And, 
as it is always true that ‘“‘where our treasure is there will 
our heart be also,” intelligent and generous giving of 
this kind means deeper interest in worth-while causes. 

When the various elements of a friendship program 
are linked together in the way that has been suggested, 
one decision is sufficient: the group decides on its par- 
ticular project, and in working it out completely it can 
scarcely fail to include with its instructional or learning 
program various types of expressional work, and service 
and money gifts for that same cause. 

6. The length of time to be devoted to each project is a 
matter for careful consideration.—It may be impossible, 
or at least undesirable, to attempt any definite rule in 
regard to the length of time that may well be spent on a 
single project. In some ways any attempt to suggest 
such a time limitation may seem contrary to the spon- 
taneous spirit that ought to characterize these forms of 
activity. There is an advantage, however, in feeling that 
a given amount of time is available for the completion of 
a certain project, even though there may be consider- 
able freedom in bringing it to a conclusion earlier or 


IMPORTANT PRINCIPLES ais 


occupying a little more time, if either course seems desir- 
able. Three considerations should be kept in mind: 

a) Attention ought to be centered upon a theme for 
a time sufficiently long to make the participants feel 
that they have entered vitally into a certain experience, 
or have actually completed the task that they have set 
for themselves, and that they have achieved something 
of value. While these tasks and interests differ greatly 
it would rarely be possible to do what ought to be done 
within a few weeks, especially if the available time is 
limited to a few minutes a week. There should be suffi- 
cient time for the group to carry out its program with 
the feeling that at least in a measure its task has been 
brought to completion. 

b) Attention ought not to be centered upon the 
same theme for so long a time that interest begins to 
wane. Considerable variety of approach is necessary in 
order to avoid this danger if the same interest is con- 
tinued for very many months. Even though the num- 
ber of minutes devoted to the friendship period each 
week is small, the time spent upon a single project must 
be measured by the amount of time intervening between 
the beginning of it and its completion. That ought to be 
sufficiently brief to leave pupils with the desire to con- 
tinue the same line of thought and activity for a more 
extended period. The time to bring such a piece of work 
to completion is when the majority would gladly con- 
tinue. To continue with a single interest for longer than 
a few months is therefore of doubtful wisdom. 

c) The matter of time should be so regulated that in 
any one year there may be more than one friendship in- 


26 PROJECTS IN WORLD-FRIENDSHIP 


terest, allowing, if possible, for different types and varie- 
ties. It is not difficult to develop a sense of proportion 
that will make the children see the appropriateness of 
varying the interest from time to time. It would be un- 
wise, for example, to have all of a year’s interests cen- 
tering in India, or to have all centering in the United 
States. People may become very narrow, even in their 
altruistic and world-wide interests, and so far as possible 
young people should be guided out of such narrowness 
into choices that indicate a variety and breadth of sym- 
pathy. A children’s group that chose in succession the 
relief for famine sufferers in India, a home for the aged 
in the local community, and a children’s playground in 
a social settlement in one of our cities would be carry- 
ing out this principle. If a whole year, or even a half- 
year, were devoted to one interest it would not be pos- 
sible to secure such variety. Some people have no in- 
terest in friendship enterprises unless they are confined 
to their own community; some have no interest in them 
if they are associated with the word “missions’’; some 
have no interest in them unless they are located on the 
other side of the world. Each of these positions is equal- 
ly narrow. World-friendship knows no boundaries of 
any kind. And the record of a young people’s program 
for a year ought to indicate real breadth and variety of 
interest. 

A very satisfactory working out of this problem has 
been found to be the selection of a new friendship pro- 
ject once in three months, unless unusual circumstances 
make it desirable in any given case to shorten or length- 
en that period. This plan makes it possible to keep at- 


IMPORTANT PRINCIPLES 27 


tention centered for a long enough time to round out a 
given piece of work, yet not long enough to permit in- 
terest to wane. It also meets the requirements of the 
third suggestion, that there be time for a number of 
interests in the course of the year, varied in type and in 
character. 


CHAPTER III 


USING THE PROJECT METHOD 


The term, “project method,” is no longer new. For 
a number of years it has been discussed in educational 
circles, and the literature on the subject is now abund- 
ant. Although much more talked about than actually 
used, it is discussed glibly by every man or woman who 
makes any pretense of being progressive in the world of 
education. 

- The idea lying back of the term is very old. How 
old it is, no one can tell. Good teachers and leaders 
have made use of it for generations. Before anyone 
began to make use of the term, the best schools and 
the most capable teachers had adopted the method. It 
is not difficult to find examples of this method, in the 
courses of study of certain schools, years before the 
words assumed any technical meaning. This, of course, 
is due to the fact that it is a very natural method, and 
that its worth was proved by experience. 

It is within very recent years, however, that the pro- 
ject principle has been stressed, and popularized, and 
preached as a new gospel in the field of educational 
method. Such emphasis as it has received has naturally 
resulted in some variety of interpretation. It would be 
easy to quote at length from the writers in this field, in 
order to indicate these slightly different viewpoints. 

28 


USING THE PRoyEct METHOD 20 


The purpose of this chapter, however, is not to enter in- 
to a lengthy or detailed discussion of the project method, 
but rather to indicate what are generally regarded as its 
essential features, and the appropriateness of utilizing 
this method in the church’s task of training in world- 
friendship. 

There are certain aspects of the project method, or 
elements involved in it, upon which there seems to be 
rather general agreement. A brief statement of these 
points will indicate the nature of this method of teach- 
ing more clearly than any definition. 

1. The project method involves activity on the part of 
the pupil.—This is essential. Such activity may take an 
infinite variety of forms, but it must be present in some 
form, and there must be a clear recognition, on the part 
of pupils and teacher alike, that the pupils are in no sense 
passive, but very definitely active participants in the 
learning process. Such activity may include the plan- 
ning of a program, the building of a boat, the discovery 
of the customs and occupations of the people of another 
country, the dramatization of the lives of those people. 
Such activity is not merely a result of some phase of the 
course of study; it is not simply related to the curric- 
ulum; it is an integral and vital part of the study itself. 
And no study can be conducted according to the project 
method that does not have abundant place for activity 
on the part of the pupils themselves. 

2. In this activity, and in the entire enterprise, the 
pupils must be conscious of a definite purpose in view.— 
They are not to be led along blindly, with the assurance 
that in the end they will see some reason for what they 


30 PROJECTS IN WORLD-FRIENDSHIP 


have been doing and learning. They cannot be said to 
be using the project method unless they see the end from 
the beginning, and travel the road that they do in order 
that they may reach that end. Whatever effort they 
put forth, whatever activity they engage in, is for a pur- 
pose which they clearly recognize, viz., in order that 
they may arrive at their goal. Kilpatrick and others de- 
fine the project method in terms of ‘“‘purposeful activ- 
ity.”’ And it is important that the pupils themselves, 
and not merely the teacher, should be conscious of the 
end in view. 

Here is a class, for example, whose teacher holds up 
before them a picture of an Indian wigwam, telling them 
to draw it. They attempt to do so, but without interest 
or enthusiasm; the pupils see no particular purpose in 
their activity; their task is not properly motivated. Here, 
on the other hand, is another class of children who have 
undertaken to find out what they can of the life and the 
needs of the American Indian, with the expectation of 
helping him in some way appropriate to their age and 
ability. As they move along in their task, they are build- 
ing up a class record that shows what they have dis- 
covered about the Indian. They search books and mag- 
azines for pictures that show his mode of life, and finding 
pictures of wigwams they proceed, under their teacher’s 
guidance, to make drawings of the wigwam, with the 
thought of getting a clear idea of it, and also with the 
thought of making suitable pictures for their record. 
And more fundamental than these immediate aims is 
that of understanding Indian life, in order that they may 
discover appropriate ways in which to help. In both in- 


UsING THE PRojecr METHOD 41 


stances a class has engaged in the task of drawing an 
Indian wigwam. In one case, the task was without pur- 
pose, so far as the pupils could see; in the other case, 
the activity was clearly purposeful. The project method 
has no place for activity of the former type; activity of 
the latter type is the very essence of the project method. 

3. The project must be determined by the pupils them- 
selves, or it must be so determined that they actually feel it 
to be their own enterprise.—That an enterprise should 
actually be the children’s own is regarded by some as the 
chief aspect of the project method. From the viewpoint 
of interest this is important. Everyone is interested in 
his own problem. Let one suggest the topic for discus- 
sion, and he will follow the discussion with vital inter- 
est. Let one have a voice in determining a policy, or 
the nature of an undertaking, and his concern will be 
assured. Whenever pupils are permitted to decide upon 
their own line of thought and study and action, their 
co-operation will be increased in large measure. From 
the viewpoint of attention this principle is also impor- 
tant. Whenever a teacher is able to begin with the pu- 
pils’ own problem, the question of attention is not seri- 
ous. One need not gain the attention of a pupil, if the 
matter in hand is of personal interest to that pupil. 
When a course of study, or any particular line of activ- 
ity, has been decided upon by the group itself, such 
questions as interest and attention are largely solved. 
The project method seeks to reduce these questions to a 
minimum by the important principle of self-determi- 
nation. 

Self-determination, however, must be regarded as a 


a2 PROJECTS IN WORLD-F'RIENDSHIP 


relative term. The ability to initiate a plan increases 
with age. While young people, out of their larger ex- 
perience, can readily determine their projects, small 
children do so with very much less initiative. There 
must be more adult suggestion, as has already been indi- 
cated. The important consideration, however, is that 
the pupils shall actually feel the enterprise to be their 
own. Whether or not they have initiated the suggestion, 
they must have in their hands the actual decision; and, 
in either case, they must be so definitely ‘“‘on the in- 
side” that they actually feel the enterprise to be their 
own. 

This principle of self-determination should never be 
interpreted as opposed to adult supervision and guid- 
ance, as will be brought out later in this chapter. The 
most capable kind of supervision is necessary if pupils 
are to decide their own policies and engage in activities 
that they recognize as their own, and at the same time 
make real progress in the right direction. 

4. The learning process is carried on most successfully 
when the pupil feels himself to be thinking and acting in 
the midst of real and concrete situations.—He does not 
want to begin with the remote past, and then attempt 
to “make some application” to his own life. He does not 
want to study “‘a lesson” that seems to have but slight 
relation to his own experience. He prefers to begin 
with something that constitutes a problem for himself, 
or at least something that is a part of his own real world. 
The fact that the situation seems real to the pupil be- 
comes an incentive for study and for effort that will ulti- 
mately lead him into new fields of experience. When the 


UsING THE Project MretHop BR 


project method is employed, the whole learning process 
is vitalized in this way. 

5. By making the experience of the child and the child’s 
own world the starting-point, it is possible to enlarge that 
world and that experience.—This is the natural way of 
broadening one’s horizon. We cannot plunge the pupil 
into a new world, but we can introduce him to it in so 
natural and gradual a way that he is unconscious of the 
transition. This is what the good teacher of geography 
does; he begins with local geographic material, or the 
immediate environment of the pupil, and guides him 
along step by step into a new geographic world. This 
is what the good teacher does in the field of history, or 
biology, or any other subject. This is what the wise 
leader does also in training for world-friendship. He be- 
gins with the experience of the pupil, and by means of a 
letter that has been received, or a personal contact that 
has been made, or a picture that happens to be at hand, 
or a Current event that has come to the attention of 
everyone, or in some other similar way, he guides youth 
into a larger world of knowledge and interest and sym- 
pathy and fraternal feeling. And to that extent such a 
leader has been utilizing the principles of the project 
method. 

6. One basic principle of the project method is that 
learning and living are essentially the same.—This is con- 
trary to the idea that learning is for life during the years 
of the future. When it is so conceived, there is some 
justification for studies that are beyond the age and 
advancement of the pupil, and that he does not feel to 
be within the realm of his own experience. The pupil 


34 PROJECTS IN WORLD-FRIENDSHIP 


should not be led through a certain educational process, 
simply because what he is thereby learning may be of 
use to him at some future time; the materials of educa- 
tion ought to be chosen because they contribute im- 
mediately to the pupil’s growth and development; he 
should be guided into his choices and studies because of 
their present value to him; he is learning in the very 
process of doing the things that are an essential part 
of his own normal life. Among the sins committed 
against childhood there is none greater than that of 
forcing upon it studies and activities and ideas that are 
altogether unadapted to that particular time of life, be- 
cause they may be profitable in the years to come. 
Every study of the curriculum furnishes examples of this 
danger. The courses of study in many church schools 
furnish equally good examples. The world-friendship 
program, in like manner, may be developed upon the 
same wrong basis; the approach may be that of adult 
viewpoints, and adult theological conceptions, and in- 
terests and activities entirely beyond the normal life of 
youth. The project method attempts to overcome this 
difficulty by destroying the barrier between learning and 
living. It regards them as properly of the same nature. 
The learning that counts is that which accompanies or 
grows out of the normal experiences of the child. 

7. The project method implies a unified activity, with 
something definite to be achieved.—Interest is centered 
upon a single effort or problem, and it is continued un- 
til the effort is completed or the problem solved. There 
is thus no place for “lessons,” in the sense of isolated 
or unrelated units. The project is the unit that may 


UsING THE PRoyEcT METHOD aS 


be completed in fifteen minutes, or may take fifteen 
weeks for its completion. The time element is unimpor- 
tant. It is important that the whole effort be a unit of 
activity. And it is important, also, that throughout the 
effort it be borne in mind that something is to be 
achieved; until that ‘“‘something”’ has been accomplished, 
the project has not been completed. Such enterprises 
as these may be mentioned as examples of projects: a 
domestic-science class preparing a meal for a parent- 
teachers’ dinner; a group of boys building a toolhouse in 
order to have a place for the tools which they use in their 
garden; a church-school class building a Hebrew house 
on the sand-table, in order to visualize the home life of 
the people whom they have been studying; a Junior de- 
partment attempting to find out more of the life of chil- 
dren in the southern highlands, and to do some friendly 
act for them; a group of church-school teachers trying 
to formulate the chief needs and problems confronting 
them in their work. In every case a definite and unified 
activity is involved; in every case there is something in 
view to be achieved; and in no case can it be said that 
the project has been completed until the task that has 
been undertaken has, in at least a measure, been accom- 
plished. 

8. When the project method is employed, pupils do not 
simply accept the results of other people’s thinking; they do 
their own thinking, engage in their own activities, and 
arrive at their own conclusions.—It is easier for a teacher 
to give to the class the results of his own or someone 
else’s efforts than to lead the class through the slow 
process of arriving at their own results. But that easier 


36 PROJECTS IN WORLD-FRIENDSHIP 


course is comparatively ineffective. In the first of the 
projects suggested above, the teacher of the domestic- 
science class might simply announce that there was to be 
a parent-teachers’ banquet and that the class would pre- 
pare the meal; that the menu would be as follows, and 
that she would indicate the specific duty of each mem- 
ber of the class. She might, on the other hand, so direct 
the girls’ thought that from them would come the sug- 
gestion that they prepare the dinner; each member of 
the class might then prepare a possible menu, all to be 
discussed by the entire group, on the basis of the prin- 
ciples underlying a balanced diet and a dinner appro- 
priate for such an occasion; when the class had agreed 
upon their menu, their experimental work would be in 
preparation for the particular dinner to be served. Such 
a unit of activity might cover an indefinite period of 
time, or it might be completed with considerable speed. 
It would be the pupils’ own activity, however, and the 
results as well as the decisions would also be their own. 

In another of the projects mentioned in the last sec- 
tion, it would be possible for the leader of the group of 
teachers to outline what he regarded as the chief prob- 
lems confronting the school, and to deliver a lecture on 
the solution of these problems. A better way, however, 
would be for the entire group of teachers, in careful dis- 
cussion, to arrive at their own decision as to the most 
pressing problems before them, and as to the best meth- 
ods of solving them. Such a course would prove more 
effective in the improvement of the school, and more ef- 
fective, also, in the training and development of the 
teaching staff. 


USING THE PRrRoyEct MetHop a7 


‘9. The successful project 1s accompanied by interest in 
the process as well as the result, and is marked by a degree 
of enthusiasm throughout the whole procedure.—Whole- 
heartedness and enthusiasm are frequently spoken of as 
characteristic attitudes of those engaged in the project. 
It could scarcely be otherwise, considering the fact that 
it is the pupil’s own active enterprise, determined by 
himself, and carried forward with a definite purpose in 
view. Interest and enthusiasm are natural accompani- 
ments of an effort of that kind. It grows out of a defi- 
nite interest on the part of the pupil, and the whole 
method of procedure is such as to make him maintain 
that interest throughout the duration of the project, and 
to reach his conclusion with a deeper interest in some 
cause in which he sees value. 

10. The project method offers an opportunity for the 
free correlation of subjects—No attempt is made to teach 
a “subject.” In working out a problem, however, there 
is ample opportunity to include elements of various sub- 
jects, not taught as subjects, but used as methods of 
completing the project. The project of making a class- 
book that depicts the life-activities of the American 
Indians will include history, geography, writing, read- 
ing, drawing, spelling, etc., but without the formality 
that attaches to the teaching of these as subjects, and 
with an interest that comes from centering attention 
upon a concrete enterprise. When the church uses this 
method for the promotion of world-friendship, it, too, 
has an opportunity to break away from mere formal in- 
struction, and to maintain a genuine interest, by cor- 
relating the different elements of its program. In work- 


38 PROJECTS IN WORLD-FRIENDSHIP 


ing out a friendship enterprise pupils have an admirable 
opportunity to correlate their worship, their giving, 
their personal service, their biblical study, their ex- 
pressional activities, and the other phases of their in- 
struction. In this there are distinct advantages. This 
plan vitalizes every element (giving, worship, study, 
etc.) by making it serve a definite purpose; it avoids the 
formality of seeming to retain any of these elements for 
their own sake; it keeps interest alive by centering atten- 
tion upon the single project; and it gives a sense of unity 
to this part of the religious-education task. 

11. When the project 1s undertaken by a group, the in- 
direct benefits that result are such as always come from 
worth-while group activity—These benefits make the 
social project of greater value than the individual pro- 
ject. Children need to learn by experience how to take 
their places as they should in social situations, and the 
best kind of social situation in which to get the benefit 
of group experience is a real and serious situation in 
which the effort is being made to achieve a definite end. 
Children need to learn the art of co-operation; they need 
to learn how to work with others; this they can learn 
only in the actual experience of doing so, and they can 
do it best when they are co-operating in a real and pur- 
poseful activity. Children need, also, to learn how to 
accept the decisions of the group, even though they 
themselves may be in the minority. Such advantages as 
these should be expected as by-products of the social 
project. 

12. In the carrying out of the project, the guidance and 
direction of the leader is an important factor.—It is at this 


UsING THE Proyect METHOD 30 


point rather than at any other that there is apt to be 
confusion of thought. It is often assumed that because 
the decisions are in the pupils’ hands, and because the 
activity is so definitely their own, the leader is a mere 
figurehead. It is often supposed that self-determination 
allows no place for guidance. Such assumptions are de- 
cidedly erroneous. It is true that the project method 
allows no place for a leader’s dictation, but dictation is 
very different from guidance. The leader is a member of 
the group, and as such is subject to its rules; but his 
position as leader is justified on the ground of broader 
experience and greater ability to lead. One danger that 
is always present in the use of this method is that chil- 
dren will be left absolutely free to enter any channel 
that happens to strike their fancy, without any guid- 
ance or training that will help them to choose with 
wisdom. 

Much of the leader’s guidance should be indirect. 
Much of it should come by indirect suggestion, and by 
bringing certain interests before the attention of the 
children. The kind of guidance needed is that which re- 
tains the spontaneity and initiative of the pupil, and it 
is this kind that indicates real genius and ability on the 
leader’s part. 

It is the leader’s place to encourage certain tend- 
encies and interests that he observes, and to discourage 
other tendencies. In every field, and certainly so in 
world-friendship training, the leader is interested in en- 
larging the pupils’ world. To achieve that end he must 
find ways of opening up before the pupils’ view new 
fields of interest. It is only a superficial view of the pro- 


40 PROJECTS IN WORLD-FRIENDSHIP 


ject method that gives to the leader a secondary and 
unimportant place. The more truly the activity is made 
the pupils’ own, the greater is the need for a leader who 
can guide and direct with ability. 

We have been discussing the outstanding aspects of 
the project method. A thoughtful consideration of these 
twelve points will make it clear that this method is very 
appropriate for world-friendship training. To develop 
friendly attitudes and habits of friendliness, as well as 
an intelligent understanding of the ways of other racial 
and social groups, something more than mere formal 
teaching is necessary. The training of children in this 
direction will be effective if they are permitted to enter 
actively upon a purposeful enterprise that is their own, 
and very real to them; if they gradually enlarge their 
world as they reach out with interest and enthusiasm 
toward a definite achievement, arriving at their own 
conclusions as a result of their own activities; if they 
utilize all the agencies of their religious-education pro- 
gram, directing them toward the end in view; and if 
they are helped in their effort by the social group itself 
and by an able and discerning leader. When children 
begin their training in world-friendship by launching out 
upon real projects, they are proceeding in the right way. 


CHAPTER IV 
THE TIME ELEMENT 


Among the outstanding needs in the work of the 
average local church is the need for unifying the various 
agencies of religious education. This is not the place to 
argue the desirability of so doing, but it may be sug- 
gested in passing that there are a number of reasons why 
such a course is desirable. When many different agen- 
cies and organizations make their appeal to children, 
each one is bound to secure only a part of the constitu- 
ency that it ought to secure; there are then many who 
are unreached by important parts of the educational 
program. When a number of different organizations 
and agencies exist for slightly different purposes, each is 
almost certain to duplicate some of the activities of the 
others; there is then an overlapping in the program. 
When a new group is organized for the promotion of 
some particular interest, that interest immediately 
seems different and isolated; and if the number attracted 
to membership in that group is relatively small, the feel- 
ing grows that there is something not quite normal 
about that particular cause. 

The church school furnishes the logical oppor- 
tunity to unify the church’s work of religious education 
by including in its scheme all the interests and causes 
that the church ought to make available for the various 


41 


42 PROJECTS IN WORLD-FRIENDSHIP 


age groups, thus avoiding the necessity for a multiplicity 
of societies and clubs and guilds. The world-friendship 
interest fittingly illustrates this point of view. To at- 
tempt to gather together a little group of primary chil- 
dren, organizing them into a world-friendship band, 
would be a very unfortunate proceeding. To call to- 
gether such young people of the high-school age as are 
interested, and inaugurate a young people’s society for 
the promotion of-world-friendship, would seem to be of 
very doubtful wisdom. With the church school already 
established, however, with its constituency assured, it is 
not difficult to include in its program the world-friend- 
ship element. This may be done in such a way that 
practically all of the church’s constituency of each age 
group will participate in the program. 

It will be found to be a great advantage to include 
this element as a part of the work of every Sunday’s 
session. The time devoted to this interest ought not to 
be less frequent than once a week. A short period of 
time each week is better than twice as long a period 
every two weeks. Interest in a project is likely to wane 
unless it is possible to keep working at'it without undue 
interruption, and without too great lapses of time. A 
certain degree of concentration is essential to sustained 
interest; and it is doubtful whether the world-friendship 
enterprise can be carried on as a real project without 
having time available for the purpose at least once a 
week. If time is made available for this purpose no often- 
er than once a month, it is doubtful whether there will be 
much sense of continuity, to say nothing of any feeling 
for a project actually being worked out by the group. 


THE TIME ELEMENT 43 


With no more time provided for this cause than a brief 
monthly period, the world-friendship program is likely 
to degenerate into a mere monthly talk, or some other 
form of isolated exercise; the project idea, no doubt, 
would have to be abandoned. This whole cause is of 
sufficient importance in the total program of religious 
education to warrant its inclusion as a regular element 
in the weekly program of the church school. 

The handicap of time no doubt deters some from 
including in the work of their church schools such inter- 
ests as social service, world-peace, home and foreign 
missions. If more time were available they would not 
neglect these world-friendship causes. A number of 
possibilities are usually at hand, however, of which four 
may be mentioned. 

This may be made the responsibility of organi- 
zations outside of the church school that already exist, 
as channels for various forms of expressional work for 
the different age groups. Some duplicate certain phases 
of the church-school program, and might well undertake 
an important task such as this. Some exist for purposes 
closely related to the world-friendship cause, and by the 
adoption of the project method they could realize their 
own purpose with greater effectiveness. Some are great- 
ly in need of a real sense of mission, to save them from 
the deadly effects of going through merely traditional 
motions; the adoption of a world-friendship program 
might serve to vitalize such organizations as these. As 
already suggested, this scheme should not be regarded as 
the ideal; small, independent agencies and organizations 
cannot promote this type of work with maximum effi- 


44 PROJECTS IN WORLD-FRIENDSHIP 


ciency. It is a possibility, however, and in certain local 
church situations it may be the proper course to follow. 

Occasionally some friendship interest may become 
the regular course of study for a class in the church 
school, for a year, or a semester, or a quarter. Under 
efficient guidance, it may sometimes be very desirable 
to turn aside from the so-called “regular” course of 
study and to substitute an appropriate project. A group 
of junior-age boys had had a number of contacts with an 
American Indian, a student in the community, who on 
certain occasions visited the boys at their group meet- 
ings; he dressed in native Indian costume, sang Indian 
songs for them, and told them about the life of his peo- 
ple. From those experiences it was a very easy step toa 
desire for further efforts of their own to find out about 
the life of the American Indian, to understand his 
customs, and to become acquainted with his needs.? 
This became their project, therefore, for one semester; 
they studied Indian customs and history; they com- 
pared what the Indian has done for us with what we 
have done for him; they examined his primitive religion, 
and compared it with their conception of Christianity; 
they secured such pictures and curios relating to Indian 
life as they could find; they made notebooks in which 
they preserved their records; they secured information 
about an Indian school supported by the churches of 
their own denomination, and voted to send their contri- 
butions toward the work of that school during that 
semester. This was a friendship project, carried on dur- 
ing the lesson period, in lieu of any other course of 


1 See chap. vii, project 3. 


THe Time ELEMENT 45 


study. It was the boys’ own interest, and represented 
their own effort; it gave them an appreciation of another 
racial group, and helped to develop an attitude of friend- 
liness toward those of that group; it was also a factor 
in establishing the habit of helpfulness toward others. 
And as such it had real value. If there is no better pro- 
vision for world-friendship activities, the occasional 
substitution of such a project as this for the usual course 
of study ought to be thought of as permissible and 
appropriate. 

Another possible method of bringing this interest 
into the program of the church school is to set aside an 
occasional period for it, perhaps once a month. As has 
been suggested, such a plan is unsatisfactory for many 
reasons: It does not give it the importance it deserves; 
it recalls the cause so seldom that sustained interest 
becomes impossible; it appears to be dragged in as an 
“extra,” and does not seem to be a normal part of the 
program; it is thought of as infringing upon the time of 
the worship period or the period of lesson study; and it 
makes the carrying out of the project principle impos- 
sible. 

A fourth plan, and probably the most satisfactory, is 
to make the world-friendship idea a definite part of the 
program each Sunday morning. By making it a regular 
element, it will take its place as no less vital than the 
lesson period or the period of worship. A shorter time 
may be devoted to it, but it is made an integral part of 
the program no less than they. Ten or fifteen minutes 
each Sunday ought to be adequate for any department, 
and sometimes a shorter period of time will be sufficient. 


46 PROJECTS IN WORLD-FRIENDSHIP 


To find that extra period of ten or fifteen minutes is not 
as impossible as at first may appear. Three factors may 
be considered. 

The movement in the direction of week-day religious 
instruction is making it possible in many communities 
to reorganize the Sunday curriculum. Instruction that 
formerly had been confined to Sunday is now being 
given more effectively on week days. In communities 
where this is true, it is very desirable that the hour or 
more spent in the church school on Sunday should in no 
way duplicate the work of the week. The Sunday work 
and the week-day work should be regarded as a unit, 
and all the essential elements included at one time or the 
other. In such instances the replanning of the Sunday 
curriculum ought to make available as a world-friend- 
ship period a certain amount of time that in the past 
has not been available. 

Another factor to be considered is the possibility of 
an extended Sunday-morning session for the younger 
children, terminating simultaneously with the conclu- 
sion of the morning church service. This is not an un- 
tried experiment. One church that has been following 
this policy for some years keeps children of the kinder- 
garten age and the first eight grades for a two hours’ 
session, from ten until twelve. Another church that 
pursues the same plan keeps children through the sixth 
grade for the two hours’ session. Such considerations 
as these have led to the extended period: The church 
service is unadapted to small children; the effort to force 
their attendance at a service unadapted to their needs, 
in order that they may develop the habit of church at- 


THE TIME ELEMENT 47 


tendance, all too often serves to develop in them the 
habit of inattention and irreverence; parents attending 
the church service without their small children are en- 
abled to give their undivided attention to the worship, 
and many who would otherwise find it necessary to re- 
main at home on Sunday morning, under this plan find 
it possible to attend church; this plan relieves church- 
school workers of the sense of being crowded for time, 
and enables them to include many important elements 
for which no time would otherwise be found. The adop- 
tion of such a plan as this, therefore, makes it easy for 
at least the three youngest departments to find ample 
time for a world-friendship period each Sunday. 

It should also be borne in mind that even though 
week-day instruction has not been introduced into the 
community, with the result of relieving the time pres- 
sure on Sunday, and even though it may not seem feasi- 
ble to extend the session of certain departments through- 
out the church service, it may still be possible to crowd 
into the program of each department an extra period of 
five, or ten, or fifteen minutes. The elimination entirely 
of so-called closing exercises will often furnish these 
extra minutes. An entire redivision of the time schedule 
may make it possible to include this element. Without 
serious inconvenience to anyone, an hour’s session may 
be regularly extended to a session of an hour and a 
quarter, by beginning fifteen minutes earlier in the 
morning. 

Naturally, it is useless to present any standardized 
plan for the adjustment of the time problem. To do so 
would be to close our eyes to the very obvious fact that 


48 PROJECTS IN WORLD-FRIENDSHIP 


there are great differences among churches and com- 
munities, in their various situations and circumstances. 
Some do succeed in solving the time problem, however, 
and others can. The recognition of an element as vital 
and essential is usually sufficient to make it possible for 
people to incorporate it into their programs. The 


desire makes the way possible. World-friendship is so - 


inclusive, touching as it does every kind of friendly 
enterprise, near and far, that it ought not to be omitted. 
It is so fundamental in the make-up of one who, in his 
thinking and habits and outlook and attitudes, can 
rightly be called Christian, that a place should be found 
for it in the church’s program of education. And in find- 
ing a place for it, the church should give heed to the 
time element, sufficient for the friendship program to be 
developed in the form of projects that are the pupils’ 
own, and that have definite aims and ends in view. 


CHAPTER V 
THE LEADER 


The church that would succeed to any extent in 
educating its children in world-friendship must find a 
responsible leadership. It may be desirable to secure one 
person to supervise this element of the curriculum for all 
ages, or there may be a number of leaders, each with 
one or two departments or age groups under his super- 
vision. In either case the position is important enough 
to be regarded as one of the major offices on the church’s 
educational staff, and deserves the careful consideration 
that such a conception of its importance implies. 

In selecting such a leader one will naturally look 
ior those qualifications that are always regarded as es- 
sential in the leader of children for religious work— 
qualifications that have to do with character, person- 
ality, love of youth, a genuine understanding of child 
nature and child development, deep devotion to the 
Christian ideal of life, and the like. Such a person ought, 
also, to have some training in educational theory and 
method, or at least to be familiar with those modern 
developments in the educational world that may have 
some relationship or application to his own particular 
task. He (or she) ought assuredly to have a broad 
world-outlook; to be free from the spirit of provincialism 
and narrow nationalism; to be entirely out of sympathy 


49 


50 PROJECTS IN WORLD-FRIENDSHIP 


with the usual implication of such expressions as ‘‘Amer- 
ica first” and “One hundred per cent Americanism’’; to 
have the social mind, the community mind, the inter- 
national mind; to be sympathetic toward, and a sup- 
porter of, the cause of missions; to be intelligent in re- 
gard to movements looking toward world-peace, and to 
co-operate in sane efforts in that direction. Without 
some such point of view as this, one could scarcely be a 
leader in the task of training children in world-friend- 
ship. He ought to have a program and a plan of pro- 
cedure definite enough to prove that he has a clear idea 
of what may appropriately be accomplished, yet flexible 
enough to be modified on the basis of children’s self- 
activity and self-determination. 

In what way ought the leader to lead? This isa very 
practical question. In the first place, he may do so by 
having possible plans in mind—possible methods of 
procedure for the working out of any project. Such 
plans as he may have in mind may never be used; cer- 
tainly he will prove himself the wrong kind of leader if 
he attempts to press them. As a member of the deliber- 
ative group, however, he must see some possible course 
clearly, in order that he may guide the procedure in an 
indirect and unobtrusive way, if it seems desirable for 
him to do so. The leader may actually prove himself 
such, in the second place, by giving the younger mem- 
bers of the group an opportunity to develop their own 
programs, solve their own problems, and arrive at their 
own decisions. Thus, he must cultivate the virtues of 
patience and self-restraint. He could make progress 
more rapidly by simply presenting his own carefully 


THE LEADER 51 


worked-out plans; but to do so would be of no value to 
the young people. He must believe that the working 
out of the project is really the task of the pupils, and his 
action must accord with that belief. The efficient leader, 
moreover, must be supplied with appropriate and help- 
ful material for the development of the program, and 
must know how to direct the members of the group in 
their search for such material. The more active they 
are in their search for information, for modes of expres- 
sion, and for tasks to do, the better it will be; but in all 
of these efforts they should find in their leader a real 
guide. And in the fourth place, the leader may lead by 
means of occasional and careful suggestions. As has 
been indicated elsewhere, his suggestions may be in- 
direct; they may be only enough to start the group dis- 
cussion along another angle; they may be by means of 
the device of bringing to their attention some interest 
or cause that has never before occurred to them. The 
more indirect the suggestion, the more effective it is 
likely to be, for it is important that the pupils should 
feel the whole activity to be their own, determined by 
themselves. No greater mistake could be made than to 
suppose the project method to have no place for a leader 
who really leads. To be able to guide the activity into 
right channels, while the pupils still feel themselves to be 
determining the whole enterprise, and as such enter 
whole-heartedly into the project, is proof of a leader’s 
skill. The able leader brings suitable causes and appro- 
priate methods and worthful activities into the presence 
of the child, and leaves the child free to make his own 
decisions. 


52 PROJECTS IN WORLD-FRIENDSHIP 


In the practical working out of his program, the 
leader may find help in certain concrete suggestions: 

1. He ought to form the habit of constantly collect- 
ing pictures of all kinds that may in any way contribute 
toward the working out of some possible future project. 
Interesting pictures of child life in any other country 
of the world; pictures portraying the customs and the 
social and religious life of these lands, in a way suitable 
for children and young people; pictures of different ra- 
cial groups in this country; pictures of varying types of 
life in the city’s congested sections, on the great and 
lonely plains, in the mountains, in the industrial cen- 
ters, etc.; these are the kinds of pictures that ought to 
attract the attention of the alert leader. Many a mag- 
azine, rich in this kind of material, is thrown away with- 
out a qualm. To find suitable pictures is not a diffi- 
cult task; it is very easy, if only one forms the habit of 
looking for them and saving them. The majority of 
people begin their search for pictures when they are in 
need of some specific ones. If one is constantly collect- 
ing and saving, however, he is ready for the particular 
emergency. 

2. The leader ought also to form the habit of collect- 
ing stories that have value in the world-friendship enter- 
prise. These are not always easy to find, and for that 
reason they ought to be saved carefully when they are 
found. When the story itself cannot be preserved and 
filed away, careful notations should be made as to the 
book or magazine in which it may be found, and as to 
the age group for which it is particularly adapted. 
Many suitable stories will appear in the course of one’s 


— on 


THE LEADER 53 


casual reading. Possible sources for such material will 
be found listed under section II of the Reading Sugges- 
tions, at the end of this book. 

3. In a similar way, the leader may well form the 
habit of collecting clippings, facts, letters, and other 
material that may be of use at some future time. Curios 
and unusual articles illustrating the life of other peoples, 
while more difficult to secure, will serve a valuable pur- 
pose in the development of the various programs. 

4. It is important that the leader have some simple 
but adequate filing system. He will want a suitable 
place to put his stories, pictures, clippings, and other 
materials, so that he may be able to turn to them readily 
when he needs to use them. A simple way to begin is to 
secure a drawer-file, in which the material may be kept 
in manila folders. These folders should be marked and 
arranged alphabetically, new ones being added when- 
ever material is found for another racial or social 
group. The titles might run along in some such way as 
this: “American Indians,” “Armenians,” “Ceylon,” 
“China,” “City Slums,” “Germany, Starving Children 
of,” “Immigrants,” “India,” “Japan,” etc., etc. When 
the material becomes too extensive for a simple filing 
system such as this, it will not be difficult to devise a new 
system, somewhat more elaborate. 

5. The leader ought to be able to assist the group in 
simple dramatic presentations. Dramatization offers 
one of the best opportunities of entering into the life- 
experiences of another group, and of understanding that 
group appreciatively. The leader ought, therefore, to 
be sufficiently versed in the best methods of educational 


54 PROJECTS IN WORLD-FRIENDSHIP 


dramatics to encourage its use, and also to direct the 
group in their simple efforts along this line. Elaborate 
costuming is never necessary, but it is surprising how 
many situations can be satisfactorily represented, if the 
leader has available a good supply of different-sized 
pieces of cambric or cheesecloth, of various colors. 
These may be used for draping costumes, for sashes, or 
for making turbans; and as such they are suitable for 
depicting the characters of many different racial groups. 
Garments that the children themselves have will be 
sufficient to represent many social situations in this 
or other countries. Unless a church already has on hand 
some of these essentials for dramatization, the leader of 
the friendship work should see that they are provided. 

6. In all probability it will frequently be found de- 
sirable to make a chart, to serve as a record of a piece 
of work accomplished, or as a reminder of some specific 
interest. The leader ought, therefore, to have on hand an 
ample supply of materials for chart-making. These 
will include, as a minimum, mounting-board, paste, 
bogus-paper, and crayons. If the mounting-board is 
uniform in size, there will be an added advantage for 
purposes of exhibition. If it seems desirable to use 
pictures on a chart, those that the children find and 
bring may be supplemented by some from the leader’sfile. 

Each leader must work out his own method of pro- 
cedure, and in so doing he will develop a system best 
suited to his own needs. The leader of a group working 
out a project in world-friendship, like any other leader, 
will learn his best methods in the course of the work 
itself. 


CHAPTER VI 


PROJECTS IN THE PRIMARY 
DEPARTMENT 


This chapter aims to give a simple record of two 
friendship enterprises carried on by children of the first, 
second, and third grades of the church school. 

It is not a theoretical program; if it were, it would 
make better reading and would move along with perfect 
smoothness. It is not a record of the ideal; the author 
as well as the reader can see many places that ought to 
be improved. It pretends to be nothing more than a 
record of what actually happened in one primary de- 
partment. As such it may have more value than seem- 
ingly ideal programs, not based upon actual experience. 
No one will want to copy these programs. In method 
and in content, however, they may perhaps prove sug- 
gestive. 

Each of these two projects covered a period of 
about three months, with fifteen minutes available each 
Sunday for the world-friendship interest. 


I. HELPING OUR LITTLE FRIENDS IN JAPAN 


First PERIOD 


The leader told the story: “Little Miss Pine- 
rece 


55 


56 PROJECTS IN WORLD-FRIENDSHIP 


LITTLE MISS PINE-TREE? 


Away across the big, wide ocean, around on the other 
side of the world is the beautiful land of Japan. Here they 
have names for things and people and places that seem very 
peculiar to us, just as ours seem odd to them. In the center 
of this land of Japan there is a tiny country village by the 
name of Bird’s-Nest town. In Bird’s-Nest town there lives 
a happy little girl Her name you could never guess, be- 
cause it is to us as odd as the name of the village she lives 
in. It is O Matsu San, which means “‘Pine-Tree.” Happy 
little Miss Pine-Tree has a baby brother, and he too has 
such a curious name. His name is Number One. One of 
Pine-Tree’s daily duties is to take care of Number One, so 
she ties him on her back, and he bobs along wherever she 
goes. 

In Bird’s-Nest town there is a little Sunday school, with 
only twenty-three little boys and girls. There are only five 
men and women who belong to the church in Bird’s-Nest 
town, so they do not have a beautiful church building with a 
fine, big Sunday-school chapel, with nice rooms for boys and 
girls, and chairs, and tables, and a piano, and song-books, 
and pictures. Instead of all these things, they must have 
their Sunday school in a tiny Japanese house which has only 
three little rooms. The walls between these three rooms are 
made of thin paper pasted on little wooden frames! The Jap- 
anese minister of the church lives in the house during the 
week, and when Sunday comes, he lifts out the paper walls 
of his little rooms and stands them up in a corner, so there is 
just one room in the house for the boys and girls who come 
to Sunday school. On the gate-post, outside of the house, 


*By Arthur V. Casselman, in Japan Picture Stories. Copy- 
right, Missionary Education Movement of the United States and 
Canada. Used by permission. 


PROJECTS IN THE PRIMARY DEPARTMENT “Yi 


there hangs a long board on which is painted these words, 
“Here is a place where a Christian Sunday school meets.” 
One of the little girls who goes to this Sunday school is little 
Miss Pine-Tree, and Number One goes along too, of course. 

One day in winter when Pine-Tree went to Sunday 
school, the streets of Bird’s-Nest town were muddy with cold 
rain and snow. There are no sidewalks in Japanese villages, 
so Pine-Tree walked in the middle of the street with flat 
little wooden shoes to keep her bare feet out of the mud. 
When she came to the porch of the minister’s house, she 
lifted one foot out of its wooden shoe and set it on the porch 
floor; then, while little Number One held his arms tightly 
about her neck, she stepped quickly up out of her other 
shoe. And there she stood on the clean, shiny porch floor in 
her bare feet, while her shoes stuck side by side in the mud 
of the yard. You see, the floor of the house is covered with 
nice, smooth, soft matting, and no one would think of walk- 
ing into the house with shoes on. 

So Pine-Tree walked into the room, folded her kimono 
neatly around her knees, curled her feet under her on the 
soft matting and sat down on them. There are no chairs in a 
Japanese house. Everybody sits on the floor. There Pine- 
Tree sat very quietly, while little Number One bobbed his 
head around to see everything his bright little eyes could 
find to look at. When all the twenty-three boys and girls of 
the Sunday school had come, and the boys were sitting on 
one side of the room and the girls on the other, the minister 
came in to greet his Sunday-school children. The Japanese 
minister was a chubby little man, with a round, happy face 
and eyes that always twinkled and lips that always smiled; 
so the children all loved him. He sat down in front of them 
and said a lot of nice little things and bowed to all of them. 
Then Pine-Tree, with all the other boys and girls, bowed to 
him until their faces touched the floor, while Number One 


58 PROJECTS IN WORLD-FRIENDSHIP 


held on as well as he could with his little arms and legs to 
keep from slipping off sister’s back. 

Then Sunday school began. This was such a little Sun- 
day school that the minister was everything—pastor, super- 
intendent, song leader, and teacher. Of course, the first 
thing to do in Sunday school is to pray. So while the minis- 
ter prayed, all the boys and girls folded their hands and 
bowed their faces to the floor. And they were so quiet and 
still! No one peeped around to see what anyone else was 
doing—except, of course, little Number One, who was peep- 
ing all the time. 

After the prayer, there was a song. And how Japanese 
children do like to sing! They sang with all their might. 
You should have seen Pine-Tree swinging back and forth 
and singing at the top of her voice. This pleased Number 
One very much. He liked this better than anything else in 
Sunday school. They had no hymn books, so the song was 
written on a large sheet of paper that hung on a bamboo 
pole beside the minister. He pointed to the words with a 
pointer, while the ehildren sang. But Pine-Tree did not look 
at him or at the words. She knew every hymn on the song 
sheets by heart. 

Then the minister pulled an odd little book out of his big 
sleeve, which he used as a pocket, and began to call the roll. 
When he called a little boy’s name, the boy would shout out, 
“Fai! so loud that one could hear it clear across the street. 
But when a little girl’s name was called, she answered as a 
little Japanese girl should, in a soft, low, small voice, “‘Hai!”’ 
So when the minister said, ““O Matsu San,” little Miss Pine- 
Tree dropped her eyes and answered softly, ‘Hai!’ 

Then the minister read the Sunday-school lesson, one of 
the stories about the life of Jesus. Pine-Tree’s eyes beamed 


* Ha-ee. The two vowels said very fast together, as one 
sound. 


PROJECTS IN THE PRIMARY DEPARTMENT 59 


as she listened, and every now and then a smile broke out 
over her happy face. 

The lesson ended, and then came something that made 
the children very happy. Some boys and girls in a Sunday 
school in America had sent over to their missionary a lot 
of beautiful American Sunday-school picture-cards. The 
missionary had given some of these to the minister of this 
little Sunday school, and now he gave one to each boy and 
girl. When Pine-Tree saw her beautiful card, she smiled her 
happy smile again, while Number One clutched his bright 
red card in his little fat hand and looked at it and looked at it, 
oh, so seriously. 

Then Pine-Tree stood up with the others to sing the 
closing hymn. She swayed farther and faster with Number 
One on her back—the more she swayed, the better he liked 
it—and he clapped his little hands and shouted, too. 

Then Sunday school was over, and they all scampered 
out to the porch where forty-six little flat shoes were stuck 
in the mud. Each picked out his own shoes, jumped into 
them, and went chattering down the street—all but Pine- 
Tree and Number One, and this is why they did not go too. 

It happened that there was a visitor from America at 
the Sunday school that day, and he wanted to get a picture 
of someone who would always remind him of the dear little 
Sunday school of Bird’s-Nest town. When he looked over all 
the faces of the boys and girls, he decided that the happy 
face of little Miss Pine-Tree and her brother, Number One, 
would be just the very thing he wanted. So the minister 
asked them to stay after Sunday school, and then the visitor 
took them out into the little garden back of the Sunday- 
school house and took a picture of them. 

Pine-Tree was very much excited. It was the first time 
in her life that she had had her picture taken. 

“You see,” the minister explained to her, “our visitor 


60 PROJECTS IN WORLD-FRIENDSHIP 


from America is going to take the picture home to his country 
and when he talks to boys and girls in Sunday schools there, 
he will show them the picture and say, “This is our friend 
Miss Pine-Tree in a Sunday school in Japan.’”’ 

Of course you can imagine that Pine-Tree thought that 
was very wonderful, and she went running home with sleepy 
Number One to tell her mother how a part of her was going 
in a magic box to America. 

“To you think the boys and girls of America will just 
think I look funny?” asked Miss Pine-Tree of her mother. 
“They look so queer to me, with ribbons on their hair and 
such odd clothes! Their skirts are so short, and they wear 
such queer things on their feet in place of sandals.” 

“No,” replied Miss Pine-Tree’s mother, “not all of them 
will think you are funny. Some of them will look at your 
~ happy smile and will say, ‘I think I should like to play with 
that little girl.’ And another may say, ‘Miss Pine-Tree helps 
her mother by taking care of her baby brother, I think I will 
take care of my baby brother today.’”’ 

“We are both just little girls, then, aren’t we,” said Miss 
Pine-Tree, ‘‘only one of us lives on one side of the big ocean, 
and the other lives on the other side, and we both have 
mothers and baby brothers and Sunday schools!” 


The children were deeply interested in this story, 
and gave perfect attention. At its close the leader asked 
whether they would like to have the money that they 
brought every Sunday morning used to buy books and 
blackboards and other things for a school and a Sunday 
school like the one that Little Miss Pine-Tree and Num- 
ber One attended. The response was very enthusiastic. 
They “voted” to send their money for a long time so 
that some of their little friends in Japan might have a 
day school and a Sunday school. 


PROJECTS IN THE PRIMARY DEPARTMENT 61 


The offering was then taken, in a way appropriate 
for children from six to eight years of age, and they were 
reminded that it would be used for the cause upon which 
they had just decided. 


SECOND PERIOD 


The leader held up before the group the picture that 
he had used the preceding Sunday to illustrate the 
story. He asked who could tell the name of the little 
girl, and of her little brother. The majority of the chil- 
dren remembered the names, ‘“‘Little Miss Pine-Tree’’ 
and “‘Number One.”’ 

The leader said: ‘When little Number One grows 
bigger he will go to a kindergarten something like the 
one you used to attend. Here is a picture of a kinder- 
garten that little Japanese boys and girls attend. It has 
a strange name. It is called ‘Glory Kindergarten.’ How 
many would like to play that we are at Glory Kinder- 
garten today?” | 

It was decided that the first-grade children should 
be members of the kindergarten, and that all others 
would be visitors for the day. The first-grade boys were 
called to one side of the room, and the first-grade girls to 
the other side, for they separate in that way ina Jap- 
anese school or kindergarten. From the story of the pre- 
ceding week they remembered that Japanese school 
children do not use chairs. 

With suggestions from the leader they played that 
they were the Glory Kindergarten. In imagination, 
they removed their shoes before entering. They sat on 
the floor as the Japanese children do. They bowed to 


62 PROJECTS IN WORLD-FRIENDSHIP 


their teacher. They sang a song. They and their leader 
carried on a conversation on what boys and girls do in 
kindergartens and church schools in America; and since 
they were playing the part of Japanese children and 
teacher, they discussed the strange customs in America: 
keeping the shoes on when coming into the room, sitting 
on big chairs instead of on the floor, saying “‘Good morn- 
ing, Mrs. ,’ instead of bowing low, wearing 
leather shoes instead of flat wooden ones, the girls wear- 
ing short dresses instead of kimonos, answering ‘‘Pres- 
ent” at the roll-call instead of ‘‘Ha-i,” and other inter- 
esting differences. They agreed that we do things differ- 
ently ‘because we live on one side of the big ocean and 
they live on the other side.” 

When the leader asked for what purpose their 
money was to be used, the children said that it was to go 
to the Glory Kindergarten. It was agreed, therefore, 
that the little Japanese friends whom they would help 
were those of the Glory Kindergarten. With that under- 
standing, the offering was taken as usual. 

The leader then asked whether there was anything 
else they wanted to do for the Glory Kindergarten be- 
sides sending their money to pay for some of the things 
they needed. Someone suggested sending pictures of 
their home community; another suggested sending 
pictures of Bible stories. It was agreed that they would 
send any pictures that they thought the little Japanese 
boys and girls might like. The leader asked how many 
would remember to bring a postcard or another picture 
the following Sunday, to send to their new friends 
across the sea. All the children said they would. 





PROJECTS IN THE PRIMARY DEPARTMENT 63 


THIRD PERIOD 

The leader held up a picture of a scene familiar to 
all the children, and asked if they knew why he had 
brought it. When he was told, he asked how many 
others had remembered to bring pictures for the Glory 
Kindergarten. Only one child, out of about seventy- 
five, had remembered! She brought it forward and 
showed it, and it was decided that the others would 
bring pictures on the following Sunday. 

The fact that the children had forgotten to bring 
pictures made it impossible for the leader to carry out 
the program which had been planned, but he had an 
appropriate story ready to tell, “The Broken Sandal 
Cord. 


FouRTH PERIOD 

The leader asked how many had remembered to 
bring the pictures that they had promised to bring, to 
send to their friends in Japan. Not any had remem- 
bered! Many said that they wanted to send the pic- 
tures, however, and that they would bring them the 
next week. 

The leader said: “‘By this time we have a number 
of friends in Japan. Who are they?” 

(Many children were ready to tell the names: Little 
Miss Pine-Tree, Number One, Fujio, Itoko.) 

The leader continued: “Today we may add another 
to our list of friends of Japan. She is one who has been 
at the Glory Kindergarten, and who knows a great 


™By Etsu Inagaki Sugimoto, in Japan Picture Stories, pub- 
lished by the Missionary Education Movement of the United 
States and Canada. 


64 PROJECTS IN WORLD-FRIENDSHIP 


many little Japanese boys and girls. Would you like 
to meet her? If you wait a moment I shall bring her in.” 

The leader stepped out of the door, and immediately 
ushered in Miss Tazu Yonezawa, dressed in her native 
Japanese costume.’ She had with her many articles 
from her own country which she showed to the children 
as she talked to them in an interesting way. Because of 
the story of the previous session, ‘““The Broken Sandal 
Cord,” they were especially interested in looking at her 
own sandal and sandal-strap. The children were greatly 
fascinated by Miss Yonezawa’s charming manner, her 
dress, and the interesting things she had to show and to 
tell. 

Before the offering was taken, the children told 
their visitor the purpose for which it was to be used. 


FirtH PERIOD 


As the children had failed to bring pictures on two 
occasions, the leader feared that they would forget to do 
so at this session also, and was therefore prepared to tell 
a story. He asked for the pictures, however, and found 
that many children had brought them. One picture 
was brought forward at a time, and held up so that all 
could see it. The leader and the group conversed to- 
gether about the various pictures, and what they sug- 
gested. They then talked about sending them to the 
children of the Glory Kindergarten. The offering was 
taken as usual. 

The children named their special friends of Japan, 
as follows: Number One, Little Miss Pine-Tree, Itoko, 


‘ See frontispiece. 


PROJECTS IN THE PRIMARY DEPARTMENT 65 


Fujio, Miss Yonezawa. The leader held up a picture of a 
girl whose name, he said, was O Haru San, and promised 
to tell a story about her on the next Sunday. 


SIXTH PERIOD 

Additional pictures were brought, to be sent to the 
Glory Kindergarten. These were collected and dis- 
played. , 

The leader then told the story, ‘“O Haru San’s 
Greeting.” 


O HARU SAN’S GREETING! 


O Haru San? lived in a beautiful city in Japan. Her 
home was beautiful too. It was surrounded by a high white 
wall with crooked pine branches peeping over the top, and 
inside was a tiny pond. When O Haru San sat on the edge 
of the stone bridge and scattered wheat cakes on the water, 
five little goldfish suddenly came from somewhere and darted 
here and there, their yellow sides glistening in the sunshine. 

One night when O Haru San went to bed, she was too 
excited to go to sleep, for the very next day her father was 
coming home from America. He had written that he had 
seen a playground for little children next door to a church, 
and that when he came home he was going to give a play- 
ground to the children of Japan. 

All day everybody had been busy getting ready to wel- 
come him. The old gardener had swept up the pine needles 
and washed off the stepping stones in the garden. The maids 
had polished every bit of woodwork in the house with little 
folded cloths dipped in hot water. Grandmother and mother 

*By Mariko Sakurai, in Japan Picture Stories. Copyright, 
Missionary Education Movement of the United States and 
Canada. Used by permission. 


2 Ha-roo Sahn. 


66 PROJECTS IN WORLD-FRIENDSHIP 


had been having many talks with the cook about preparing 
all sorts of good things to eat. Oh, it had been a busy, busy 
time! And now at last the night had come, and it would soon 
be tomorrow. O Haru San lay in bed trying to keep her 
eyes shut so that morning would come faster. She was not 
lying in a little bed high up on four legs like yours, but, just 
as all little Japanese girls and boys do—and mothers and 
fathers, too—O Haru San lay on a pile of soft comforts on 
the clean matted floor, with a warm quilt over her. But in- 
stead of going to sleep right away, as she usually did, she 
kept turning her little head this way and that on the round 
pillow of red silk which her grandmother had stuffed with 
dried tea leaves to keep her little granddaughter healthy 
and bright. 

O Matsu San, who was lying in another bed close by, 
noticed how her little sister kept moving about, so she told 
her to shut her eyes and say over and over, ‘““Namu Amida 
Butsu!’’? and she would go to sleep very soon. O Haru San 
tried it, but it did no good. She was too busy planning how, 
when her father came, she would not run and greet him 
suddenly as she had the last time he came home from a long 
trip. Then she had been so glad to see him that she had for- 
gotten to be polite. She had just jumped up and down and 
squeezed his hand. But O Haru San was only five years old 
at that time and was in the kindergarten. Now she was six 
and went to a real school. Of course tomorrow she would 
remember to bow low and say gently, “Honorable father, 
you have come back!” just as her mother and sister did. 

O Haru San must have dropped off to sleep, because the 
next thing she knew it was morning, and her mother was 
saying, “Little daughter! Little daughter! The honorable 
sun is up, and you must follow. This is our glad day.” 

O Haru San was very, very sleepy. She rubbed her eyes 


t Nah-moo Ah-mee-da But-soo. 


PROJECTS IN THE PRIMARY DEPARTMENT 67 


on the sleeves of her light blue gown and opened her mouth 
in a big yawn. 

“Sleepy head! Sleepy head!” cried O Matsu San, “A 
little girl dressed in a blue gown with white morning glories 
scattered all over it, ought to waken early as the flowers do.”’ 

O Haru San laughed, and jumping up ran to the bath- 
room. There she found Suzu,' the little maid, waiting with a 
little flat wooden tub filled with water, and it was not 
very long until O Haru San, fresh and smiling, ran back to 
her room. 

Everything looked different. A maid had folded up the 
pretty flowered quilts and placed them in a neat pile in the 
wide closet behind the sliding doors. Another maid had 
dusted with a little paper broom that sounded “tap-tap”’ 
as she patted it over the paper doors and the white wood 
bureau and desk. Suzu came in with the clothing that O 
Haru San wore only on holidays, and soon she was dressed 
in her very best kimono with long swinging sleeves and a 
gold sash. 

“Thank you, Suzu!”’ she said, bowing until her hair 
danced about her face. 

Then she and O Matsu San went to bow ‘‘Good morn- 
ing” to Grandmother, then to Mother, then to each other. 
After their greetings, they hurried to a room where were 
placed four little tables in a row. Each had five things on it, 
delicious brown soup, a dish of white lotus root, a bowl of 
rice, a plate of fish, and some salted plums. Grandmother 
and Mother had tea, but O Haru San and her sister were just 
little girls so they had a cup of hot water with a salted plum 
in it. Behind each table was a square silk cushion. Grand- 
mother sat on one, Mother came next. The others were for 
O Matsu San and O Haru San. Before beginning to eat, 
each one lifted her chopsticks to her forehead and bowing, 


£ S00-z00. 


68 PROJECTS IN WORLD-FRIENDSHIP 


said, “Thanks for the generous supply of food!” Then they 
began to eat. O Haru San felt in a great hurry, but she ate 
very slowly for her mother had always told her that a real 
lady eats gently and politely. 

After breakfast Mother went to see the maid in the 
kitchen, and O Matsu San arranged some flowers in a vase 
beneath the roll picture. Even Grandmother was helping to 
wipe some lacquer bowls with a silk cloth. Everyone was so 
busy that O Haru San felt lonely. She was glad when Suzu 
asked her to go with her to the big plaster storehouse to get 
out the best dishes. O Haru San always liked to go to the 
big storehouse. It was full of interesting things, all arranged 
carefully on shelves or in boxes on the floor. So she slipped 
her feet into the wooden shoes on the doorstep and ran along 
beside Suzu down the path to the big white storehouse at the 
very end of the yard. 

It was cool and pleasant in the big room. She watched 
Suzu for a few minutes, then she went to the stairs and looked 
up. They were very steep and narrow. She took hold of the 
wooden rail and began to climb up. When she reached the 
top, she saw a pile of cushions near the little square win- 
dow. She sat down and looked at a long row of white boxes 
where the dolls for the Girls’ Festival Day were kept. Then 
she got to thinking what a happy day that always was, and 
wondering if it would be long before it came again. The 
window was open and the air was warm. Everything was 
very quiet—and O Haru San fell asleep. 

The next thing she knew, she was opening her eyes. 
She was much surprised to find herself all alone. She must 
have fallen asleep! She almost cried—but not quite. In- 
stead, she got up from the cushions and went to the stairs 
and called, “Suzu!’’ There was no answer. Then she did 
cry—and very loud. But no one came, so she took hold 
of the wooden rail and started down the steep steps. She 


ith Be tein, ee 


PROJECTS IN THE PRIMARY DEPARTMENT 69 


went slowly and carefully, as she had always been told to 
do, but she dragged her long sleeves on the dusty steps and 
cried all the way. Once in a while she stopped to wipe her 
eyes on her sleeve and to call for Suzu. But no Suzu came. 
She was all alone in the silent storehouse. 

At last she reached the door. It was open, but in front 
was the little wooden lattice which was always put on the 
step when the door was open, to keep out rats or cats. It was 
not high, but it tipped out over the step; and when she tried 
to climb over, she caught her long sleeve and tore it. Then 
she fell, and one sandal came off. 

It was a very soiled and shabby O Haru San that limped 
sobbing along the path to the house. Her face was streaked 
with tears and dust, her hair was blown about. Her dress was 
pulled all crooked, and the torn sleeve dragged on the ground. 

Just as she reached the kitchen door, she heard someone 
say, “I can’t find her anywhere.” Then she heard wheels, 
and the next moment a loud voice gave the jinrikisha man’s 
call, “The Honorable Return!’ Her father had come, and 
she was not there with the others to receive him. O Haru San 
forgot everything but that. As fast as she could, she ran 
through the kitchen and along the porch. The next moment 
she reached the entrance room. Everybody—servants and. 
all—were bowing to the floor, and in the doorway stood her 
father, smiling, 

With a cry of joy, she dashed into the room, but this 
time she did not forget that she must be polite. Right in 
the midst of the startled family, she slipped to the floor and 
made a low, slow bow of great dignity. Then suddenly, with 
a bound she was in her father’s arms. 

It was several excited minutes before O Haru San could 
explain that she had been asleep in the storehouse. Then 
Suzu crept forward and bowed again and again, saying in a 
frightened voice, “Please excuse me, little mistress. I 


70 PROJECTS IN WORLD-FRIENDSHIP 


thought you had gone back into the house. Please excuse 
me.” 

Grandmother frowned severely at her torn dress and her 
soiled face, and Mother looked grave, but Father laughed 
aloud. ‘“‘We have both come back from a journey, haven’t 
we, little daughter?” he said. ““And we are both travel- 
stained and hungry—all ready for a hot bath and a big 
dinner.” 

All the rest of the day was wonderful. O Haru San was 
so glad to be with her father again, and so happy with the 
new doll that could shut its eyes, and so pleased with the 
red-bean rice and whole fish on her little table to celebrate 
the ‘‘honorable return,” that it seemed as if nothing in the 
world could ever have been wrong or unhappy. Her father 
told them about the new playground, with swings and slides 
and sand-boxes, that he was planning, for he was a Christian 
and wanted the children of Japan to have all the healthful, 
happy things Christian America gave her children. 

And when at last she gave her father a goodnight hug 
and bowed a deep, ‘“‘Sleep well, Honorable Father,” O Haru 
San crept between the folds of her soft comforts, laid her tired 
little head on the tea-leaf pillow, and immediately went 
sound asleep. 


SEVENTH PERIOD 


~ During the week the pictures which the children 
had brought were wrapped, and the package addressed: 


Miss ANNIE L. Howe 
22 NAKAYAMATE DoRI 


For 6 CHOME 
GLORY KoBE, JAPAN 
KINDERGARTEN 


It was stamped and ready for mailing. 


a 


PROJECTS IN THE PRIMARY DEPARTMENT 71 


The leader showed the package and asked whether 
the children knew what it contained. They did. One 
boy came forward and read the address. 

The children were asked whether there was anything 
else that they might want to send along with the pack- 
age. A number made suggestions; one was to the effect 
that they write a letter and send it at the same time 
that the box was sent. It was decided to do this at once. 

The leader went to the blackboard and said that he 
would write exactly what the children told him to write. 
He asked that anyone who had a sentence to suggest 
raise the hand and give his sentence. In this way the 
following letter was written, every sentence being con- 
tributed by one or more of the children: 


DEAR FRIENDS IN JAPAN: 

We go to Sunday school every Sunday morning. We 
sing songs. We pray. We give our pennies for the Glory 
Kindergarten. We hear some stories too. We play some- 
times. And we work in our classes. 

We are sending you some picture cards. They are 
pretty. We hope you will like them. 

We have eighty-five boys and girls and teachers in our 
Primary department. Please write to us. 

Goodbye, 
from the 
PRIMARY DEPARTMENT OF THE 


SUNDAY SCHOOL IN OBERLIN, 
Ouro, U.S.A. 


Before the offering was taken, one of the girls read the 
letter aloud. The leader promised to make a copy of it, 
and to mail it when the package was mailed. All were 
pleased and interested. 


72 PROJECTS IN WORLD-F'RIENDSHIP 


EIGHTH PERIOD 

At the beginning of this period the group recalled 
what they had done the previous Sunday, and one of the 
boys read aloud the letter which still appeared on the 
blackboard. 

The leader reported that the letter and package 
had been mailed, and the children discussed the question 
as to where they were by this time, and how they would 
travel to Japan. 

Some of the stories that had been told were recalled, 
and it was decided to dramatize the last story, ““O Haru 
San’s Greeting.’’ The leader retold the story in sections, 
and volunteers played the parts in a simple way. They 
acted it spontaneously in four scenes: (1) ‘Early Morn- 
ing’; (2) “Breakfast Time’’; (3) ‘In the Storehouse” ; 
(4) ‘“The Father’s Return.” 


NINTH PERIOD 


The leader said: “Here is a new five-cent piece. 
Today we shall call it Mr. Nickel. And here is a new 
cent. We shall call that Miss Penny. Today I shall tell 
you a story about Mr. Nickel and Miss Penny.” 


MR. NICKEL AND MISS PENNY 


Mr. Nickel was sitting comfortably in the basket on the 
table in the Church House. He had on a new suit that was so 
very new that it sparkled all over. It was so new that it was 
dated ‘‘1923.’’ Suddenly he realized that he was not alone. 
There were many of his own brothers and sisters around him! 
Some of them had on very much older clothes, marked 
“IQI5,” or “1908,” or even 1806.” 

Just as he turned to speak to one of his brothers, he 


OO a 


PROJECTS IN THE PRIMARY DEPARTMENT me 


bumped into Miss Penny. ‘What, you here too, Miss 
Penny?” he said. “Oh, yes,” answered little Miss Penny, 
“T am here, and many of my family are here too.” “How 
well you look, Miss Penny,” Mr. Nickel added; “I see you 
have on a new copper-colored dress, just as new as my suit. 
It is marked ‘1923’ too. Who brought you here, Miss 
Penny?” 

“Louise brought me, Mr. Nickel; but so many people 
brought my brothers and sisters that I can hardly name them 
all. George brought one, and Mary brought two or three, 
and Jane and Charles each brought some of them. Who 
brought you here, Mr. Nickel?”’ . 

“Jimmie brought me, Miss Penny. But on the way over 
I noticed some of my brothers and sisters coming with Susan, 
and Helen, and John, and Ned. Miss Penny, do you know 
where you are going? I heard the big lady say that we were 
going on a great long journey, away over to the other side 
of the world!” 

Just then someone came into the big room, picked up 
the basket containing Miss Penny and her family, and Mr. 
Nickel and his family, and carried it away to another room 
called Church Office. There both families were counted, so 
that people would know exactly how many of them there 
were. Then they were put into a big bag with Mrs. Dime and 
her family, and Mr. and Mrs. Dollar. By that time Mr. 
Nickel and Miss Penny were very tired, and before they 
knew it, both had fallen asleep. 

When they finally awoke and rubbed their eyes, they 
heard a loud train-whistle and felt themselves rattling 
along. Peeping out through a little hole in the bag, they 
saw the trees and fields and telegraph poles whizzing by. 
“Where are we?” both called out to the conductor, who 
happened to be passing. ‘“‘Why, you are on the train, rushing 
along toward California,” he said. 


74 PROJECTS IN WORLD-FRIENDSHIP 


For three long days they kept going until at last the 
train stopped and someone said, “Here we are at San Francis- 
co.”” Mr. Nickel and Miss Penny were tired after their long 
journey, and so glad to get out into the air. It seemed scarce- 
ly any time, however, until they were carried up a long 
gangplank, and put on to a big boat that men called an 
“ocean liner.” “I hope I don’t get seasick,” said Miss Penny. 
‘You'll be on the water a long time,” said Mr. Nickel; “as 
much as three weeks, I think. You remember those boys and 
girls who brought us to the Church House said that we were 
going all the way to Japan!” 

Sometimes the ship rolled and tossed on the waves. 
Sometimes they looked out and saw great fish, or another 
boat far away. Finally, after three long weeks, they came to 
land, and after a while they were taken off the ship at a sea- 
port in Japan. Even then their journey was not at an end. 
They traveled again until they came to a place with a long 
funny name, Okayama. As they went along they came to 
some dirty streets where some very poor people lived. Mr. 
Nickel saw how much they needed clothes, and how many of 
them looked sickly, and he said, ‘“Miss Penny, I should like 
to stop right here, and see if I cannot help these boys and 
girls.” Just then they saw a big sign that said, ‘“Hakuai- 
kwai,”” which means ‘The Loving-All Institute.” ‘Maybe 
this would be a good place to stop and help those people,” 
said Mr. Nickel. “No, you had better not stop here,’”’ Miss 
Penny answered, “because you know the boys and girls who 
sent us told us to go to the Glory Kindergarten.” 

Just then they noticed that Mrs. Dime and her family, 
and Mr. and Mrs. Dollar were preparing to get off. “This is 
where we go,” called Mrs. Dime. ‘‘The older children in the 
Church House told us to come here to Hakuaikwai, to buy 
medicine for sick children in the hospital, and bands of cloth 
for mothers to use to tie their babies on their backs, so that 


PROJECTS IN THE PRIMARY DEPARTMENT 75 


they can carry them as they go about. Goodbye, Miss 
Penny! Goodbye, Mr. Nickel! Goodbye, all! You go on to 
Glory Kindergarten, but we are going to stop here.” ‘Good- 
bye,” called Mr. Nickel and Miss Penny together. 

On and on they went until they came to another town. 
At last they arrived at a little building with a sign outside 
that said, “Glory Kindergarten.”’ 

“Hurrah,” said Miss Penny, ‘“‘here we are!” 

“This is the place they told us to come,’’ answered Mr. 
Nickel. “What a long time it has taken us to reach here! I 
am so glad to be here at last!” 

Just at that moment, someone came hurrying out to 
meet them. She said that her name was Miss Howe. ‘‘We 
are so glad to see you, Miss Penny and Mr. Nickel,” she 
continued. ‘“You have come on a long journey. And I am so 
glad to see that you have brought so many of your brothers 
and sisters with you. Miss Penny, will you come with me, 
and bring all the members of the Penny family with you? 
Let me show you what you can do for Glory Kindergarten.” 

Miss Howe took the Penny family to a great store, and the 
man said, “‘What a fine big Penny family that is! If you will 
give them to me, I will give you some pencils, and some col- 
ored paper, and some sets of blocks for Glory Kindergarten.” 

Miss Howe was glad, because she wanted blocks, and 
colored paper, and pencils for the Kindergarten. 

Then she went back and found Mr. Nickel and his 
family. “Mr. Nickel,” she said, ‘‘will you come with me, 
and bring all your brothers and sisters with you?” Miss 
Howe took all of the Nickel family to another store, and the 
man at the store said, “If you will give me the Nickel family, 
I will give you a blackboard, a sand-table, and some big 
pictures for Glory Kindergarten.” Again Miss Howe was 
glad, because she needed a blackboard, a sand-table, and 
more pictures in the Kindergarten. 


76 PROJECTS IN WORLD-FRIENDSHIP 


One day Mr. Nickel found himself near Glory Kinder- 
garten, and he slipped up to the window very quietly, and 
looked in. There he saw all the little Japanese children. 
Some of them were drawing on their new blackboard; some 
were looking at pictures; some were playing with blocks; 
others were making something on the sand-table; still others 
were cutting forms out of the pretty colored papers. Just 
then Mr. Nickel noticed Miss Penny peeping in at the next 
window. When they saw each other they both laughed. 

“I’m so glad we came over here,” said Mr. Nickel; “‘if 
we had not come, the children in Glory Kindergarten would 
not have these lovely things to play with.” 

“But since we have come,” Miss Penny answered, 
“they have the same kind of lovely things in their rooms 
here that we used to see the children have back in America.” 

“Hurrah for the Glory Kindergarten,” shouted Mr. 
Nickel. 

And Miss Penny answered, “Hurrah for the boys and 
girls back home!”’ 


TENTH PERIOD 


On this Sunday morning the leader brought a visi- 
tor, whom he introduced to the children as Miss Husted, 
who had often been at the Glory Kindergarten and at 
other schools in Japan, and who knew many little Jap- 
anese children. For fifteen minutes she conversed with 
the children, taking them on an imaginary trip to a 
Japanese Sunday school, and telling them, or doing with 
them, the things that they would do over there. The 
children were much interested in all of this, and it was 
suggested that they now had another name to add to 
their list of friends of Japan. 


iii i i 


ie 





OUR FRIENDS IN JAPAN 
(A Primary Department chart) 


78 PROJECTS IN WORLD-FRIENDSHIP 


ELEVENTH PERIOD 


The leader came to the meeting of the group with 
materials out of which to make a chart: a piece of 
mounting-board; paste; and five sections prepared, or 
partially prepared, for the making of the chart. He 
hung the mounting-board in front of the group so that 
all could see it. He then displayed one prepared section, 
a picture of the church and the church-house mounted 
on a piece of bogus paper, with a typewritten statement 
regarding the picture. One child read what was written. 
Another applied the paste, and the first section was 
mounted on the mounting-board. 

The second section was displayed. Ona white sheet 
of paper only two lines were written, and there were 
blank spaces. A child pasted, and this section was also 
mounted. Another child read the two lines: ‘Our 
Visitors from Japan,” and “Our Friends in Japan.”’ The 
leader took a black crayon and asked what to write 
under each of the headings. The children very readily 
responded. Under the first heading the leader wrote, as 
he was bidden, “‘Miss Husted,” ““Miss Yonezawa.” Un- 
der the second heading the leader wrote, as the children 
suggested the names, ‘Miss Pine-Tree,’’ ‘Number 
One,” “Itoko,” “O Haru San,” ‘“Fujio.”” Someone sug- 
gested “Miss Penny” and “Mr. Nickel.” Others at 
once said: “No, they are not real people.” The leader 
called for a vote, and the majority voted to omit 
those two names because they were the names of 
make-believe people, and they wanted to include 
in this list of their friends only those who were real 
people. | 


PROJECTS IN THE PRIMARY DEPARTMENT 79 


The third section was displayed—a drawing of a 
little package, addressed and stamped; there was also 
a typewritten statement regarding the package of cards 
that had been sent to the children of the Glory Kinder- 
garten. One child described the picture; another read 
what was written; another pasted; and this section was 
also mounted. 

The fourth section included pictures of the children 
of Glory Kindergarten, their teacher, and a Japanese 
child with a baby strapped on to her back. The chil- 
dren were interested in these pictures, and two of their 
number pasted them on to the chart. 

The fifth section bore the title, ‘Our Friends in 
Japan,” and this was put in its proper place. 

The chart was then complete. It was hung in front 
of the room, to remain there as a record and a reminder 
of the children’s efforts in behalf of their little friends 
of the Glory Kindergarten in Japan. 


TWELFTH PERIOD 


On this Sunday, one week before Christmas, the 
leader told a Christmas story of child life in Japan. At 
the children’s desire the names of the characters in this 
story were added to the other names on the chart. 


2. HELPING OTHER CHILDREN IN AMERICA 


First PERIOD 


The leader opened the period by conversing with 
the children about their last project, which had been 
brought to a close on the previous Sunday. 


80 PROJECTS IN WORLD-FRIENDSHIP 


He then told the children that he had some pictures 
of children in different parts of our own country to show 
them. He brought out fourteen pictures mounted on 
cardboard, and the group looked at them and com- 
mented upon them. The leader then wrote on the black- 
board the names of the various groups represented in 
‘the pictures, as the children suggested them. He wrote: 
‘‘“American Indian Children,” “‘Children in a New Town 
Out West,” “Negro Children in the South,” ‘Children 
in Alaska,” “Children in City Slums,” ‘Children in 
Porto Rico,” “Children Who Live in Wagons or Tents,” 
“Children in the Mountains of the South.”’ They dis- 
cussed what they might do, and finally voted that for a 
while they would like to hear stories about some of 
these groups of children, learn how they lived, and use 
the money they brought each Sunday for doctors, or 
better homes, or churches, or schools, or Sunday schools 
for these boys and girls. 

In that way the project for the quarter was deter- 
mined. (The money contributed was later sent to the 
denominational board doing work among these groups, 
with directions as to its assignment, but the name of 
that board was not mentioned to the pupils.) 


SECOND PERIOD 


(In order to bring a vivid picture of one of these 
groups of children before the pupils, the leader told the 
story, “How Sis and Johnnie Helped the Sunday- 
School Man,” dealing with life in the mountains of the 
South. ) 


a —?—— a 


PROJECTS IN THE PRIMARY DEPARTMENT 81 


HOW SIS AND JONNNIE HELPED 
THE SUNDAY-SCHOOL MAN: 


“Oh, Sis, Sis,” called Johnnie, “I’m sure the chestnuts 
are beginning to fall.”’ 

“Now Johnnie,” I said,“‘ Mammy told us to come right 
straight home from Grandpap’s! You know she did.” 

“But, Sis, we can go home by way of the spring and get 
there almost as soon and pass the chestnut trees by the way. 
That was a sure-’nough frost last night. Aw, come on, Sis!” 

I wanted those chestnuts just about as much as Johnnie 
did, so I went with him as far as the old rock, and then I 
thought of Mammy and how worried she’d be if we didn’t get 
home by sundown, so I called Johnnie back. “I’m a-going 
home,” I told him. 

“Aw, Sis, Mammy won’t care,” and Johnnie began to cry, 
but I kept right on the path and Johnnie came behind me. 

Suddenly I stopped, for right through the bushes I could 
see a man. He was dressed in strange kind of clothes, and I 
saw in a minute that he had hurt his foot so he couldn’t 
walk. It seemed like he was trying to find a stick big enough 
for a cane, but there wasn’t any on the path. 

“Come on, let’s run!” whispered Johnnie—Johnnie’s 
most two years younger than I am. 

“Wait!” I whispered back. 

Just then the man gave a groan and sat right down on 
the path facing us and took his foot in his hands. As soon as 
I saw his face, I wasn’t afraid any longer even if he was a 
stranger. I came a little through the bushes and said, ‘‘How- 
dy!” And Johnnie screwed up his courage, and he said, 
“Howdy,” too. 


™By Anita B. Ferris, in Young Americans: Picture Stories. 
Copyright, Missionary Education Movement of the United States 
and Canada. Used by permission. 


82 PROJECTS IN WORLD-FRIENDSHIP 


“Howdy!” replied the stranger man smiling. “T certain- 
ly am glad to see a little girl and a boy too. I think the 
heavenly Father must have sent you right here.” 

“No, stranger,” I answered, “it was Mammy. She told 
us to come right straight home from Grandpap’s by the 
shortest way.” 

“Oh, then your home is near?”’ he asked. 

‘Just down in the hollow,” broke in Johnnie. ‘Just 
down there, stranger,” and Johnnie pointed with his brown 
finger. 

“Then will you help me walk down there?” he asked me. 
“I am afraid with this sprained ankle I’ll never reach my 
journey’s end tonight. Perhaps I may borrow a little girl 
for a crutch and a boy for a cane.” 

So all the way down the path we helped the stranger. 
We had to walk awfully slow, and sometimes we had to sit 
down and rest. And then, when we were near the house. 
Johnnie ran ahead and got Daddy. 

While Mammy cooked the corn pone and fried the bacon 
in the fireplace for supper, the stranger man told Johnnie and 
me and little Lizzie stories, and he gave us each a pretty 
picture-card. We had never had one in our whole lives be- 
fore. He said they were Sunday-school picture-cards, and he 
asked Johnnie and me if we had ever been to Sunday school. 

“Sunday school!” said Daddy, “Why stranger, there’s 
never been one in these parts.”’ 

And then Mammy called us to supper. There was no 
extra cup for the stranger, so I gave him mine, and Johnnie 
and I drank together. 

_ “Tell us more about the Sunday school,” begged John- 
nie. 

And the stranger man told us how he was sent through 
the mountains to see if Sunday schools couldn’t be started 
where there weren’t any at all. 


PROJECTS IN THE PRIMARY DEPARTMENT 83 


Couldn’t we have one right here, Sunday-school man?” 
I asked, while he put his arm around me and drew me close 
to him. 

‘‘Are there more boys and girls here beside you and 
Johnnie and Lizzie and the baby?” 

“Oh, heaps!” exclaimed Johnnie. “There’s five at 
Sanderson’s—”’ 

“and eight at Miller’s—” I said. 

‘and ten at the Cole place,” added Mammy. 

“Then let’s begin tomorrow,” coaxed Johnnie. “It’s 
Sunday, you know.” 

“But where could we hold the Sunday school?” asked 
the Sunday-school man. 

“Well, I reckon,” said Daddy, “‘you-all might have it 
right here.”” And then we clapped our hands. 

“But how will all the other boys and girls know we are 
going to have Sunday school?” smiled the Sunday-school 
man. 

“We'll run and tell them!” cried Johnnie and I together. 

“The very first thing in the morning,” I added. 

That night Johnnie, Lizzie, and I slept on the floor, so 
the Sunday-school man could have our bed, but with the 
very first bit of light we were awake and ready to call all the 
boys and girls of our mountain to Sunday school. 

Sure enough, all the Sanderson and Miller and Cole 
children came that afternoon, and their daddies and mammies 
too, and the Sunday-school man told us beautiful stories and 
showed us great big pictures which he took out of his pack. 
And then afterward he talked with Daddy and all the other 
men, and they allowed they could build a Sunday school out 
of logs, and maybe then later, if the Sunday-school man 
helped, they might get a school-teacher to teach in the Sun- 
day-school room during the week, and we-all children could 
go to school and learn to read out of the Bible ourselves. 


84 PROJECTS IN WORLD-FRIENDSHIP 


And the Sunday-school man said he’d come the next week 
and every week. 

The next morning when the Sunday-school man rode 
away on neighbor Jackson’s mule, we all came out to see him 
off. Daddy sat on the porch, Mammy held the baby up, and 
Johnnie, Lizzie, and I stood by the post. He waved good- 
bye to us, and we all smiled and waved too, because we knew 
he was coming again. 

But just suppose now, that Johnnie and I hadn’t come 
straight home from Grandpap’s as Mammy told us! 


THIRD PERIOD 

The leader told a story, “Sis at the Pleasant Hill 
Academy,” based upon various descriptions and stories 
about that school in Tennessee, secured from the Ameri- 
can Missionary Association. The story was partly 
. Imaginary, but indicated how one of the characters of 
the preceding story might have realized her ambition to 
attend school. The interest of the children was very 
genuine, and they decided that the particular group of 
children in America for whom they would like to give 
their money for a while were those at the Pleasant Hill 
Academy. 


FourRTH PERIOD 

Before the beginning of the session the leader had 
placed a sand-table in the center of the Primary assem- 
bly-room. He brought with him some small artificial 
trees and houses made out of colored paper. 

He asked about the stories of the two previous Sun- 
days, and the children remembered them well; two 
children told parts of them briefly. It was then sug- 
gested that on the sand-table they might make the 


OO 





PLEASANT HILL ACADEMY AND THE TENNESSEE 
MOUNTAINS ON THE SAND-TABLE 


86 PROJECTS IN WORLD-FRIENDSHIP 


place where Sis lived, other mountain homes, and the 
school to which she went. The leader retold parts of 
the story, and as he did so the children nearest the sand- 
table illustrated what was told. First, they made the 
mountains out of the sand. Green trees were put in at 
appropriate places. Sis’s one-room cabin was put in. 
Her friend’s one-room home was placed, and other 
cabins too. A trail was made through the mountains, 
and finally the buildings of the Pleasant Hill Academy 
were added—a boys’ dormitory, a girls’ dormitory, a 
school building, etc. When the mountain scene was 
finished on the sand-table, one girl retold the story of 
Sis from the beginning. This she did very well. 

The children then made their offering as usual, and 
to impress upon them the fact that it was to be used 
for the Pleasant Hill Academy, the baskets were placed 
on the sand-table, near the Academy buildings, and the 
children marched by, depositing their money as they 
passed. 

By having some of the children seated and others 
standing, it was possible for all to see everything that 
was done, although there were sixty or seventy in the 
group. 

(This may be considered the conclusion of a subproject 
within the larger project; on the following Sunday the inter- 
est was directed toward another group of children in our own 
country.) 


FirtH PERIOD 


Beginning with the fifth period the leader turned 
attention toward American Indian children. He told a 


aS 


Se 


PROJECTS IN THE PRIMARY DEPARTMENT 87 


story of Indian boy life, and showed appropriate pic- 
tures. It was also suggested that as many as could, 
bring pictures of Indians and Indian life on the follow- 
ing Sunday. 
SIXTH PERIOD 

In order to preserve and display the pictures that 
it was hoped the children would bring, the leader 
brought mounting-board for a chart, paste, bogus 
paper, and crayon. He also brought a number of Indian 
pictures to supplement what the children might bring. 

After the chairs had been drawn close together, the 
leader called for the pictures. Only a very few children 
had remembered! These showed their pictures, and 
they were discussed, along with those which the leader 
had brought. Some of the children then selected ap- 
propriate pictures and pasted them on the mounting- 
board, one child taking a strip of bogus paper and print- 
ing on it “Indian Pictures,” for a title. When the chart 
was completed, it was hung on the wall in front of the 
room, and the leader talked with the children about 
the pictures and how they depicted Indian life and 
Indian homes and occupations. 

The leader promised to tell a story on the following 
Sunday about a little Indian girl nine years old. 


SEVENTH PERIOD 


A few weeks before this date the leader had received 
a letter from a woman interested in the Santee School 
for Indians in Nebraska. In this letter she had asked 
whether anyone might be willing to help a little Indian 
girl, nine years old, who had neither father nor mother, 


88 PROJECTS IN WORLD-FRIENDSHIP 


and who was at the Santee School. The leader had writ- 
ten and secured more information about this little girl, 
R— M— B—. This information, together with some 
study of the Sioux Indians and the Santee School, made 
it easy for the leader to tell a story on this Sunday about 
R— M— B—. 

He told about this little girl and how she had lived 
as a small child;-about the death of her mother and 
father, and her good fortune in being able to go to the 
school for Indian boys and girls at Santee; about her 
welcome there, and her happy days in the house in 
which the girls lived, called “Birds’ Nest”; and about 
all the things she did at the school. He told also about 
the letter he had received asking whether he knew of 
anyone who would like to send some little presents to 
R— M— B—, and that he had replied, saying that he 
would ask the boys and girls in the Primary Department 
how they felt about it. This friend, he said, had written 
that any little nine-year-old Indian girl would like so 
much to receive a scrapbook, handkerchiefs, a doll, 
lead pencils, a writing-tablet, marbles, pieces of cloth 
for sewing, needles, thread, a thimble, or other things 
of that kind. 

He called for an expression from them, and all were 
enthusiastic about sending a box. They decided to 
bring what they wanted to send on the following Sun- 
day. | 
When the offering was taken, it was agreed that for 
a while the children in America whom the Primary 
group would help would be the little Indian children at 
Santee, including R— M— B—. 


PROJECTS IN THE PRIMARY DEPARTMENT 89 


EIGHTH PERIOD 


During the week some of the teachers had talked 
with their children about the box for the little Indian 
girl. 

On Sunday the leader asked how many remembered 
the name of the little girl of whom they were talking 
the previous Sunday. Practically all of them did, and 
told her name without hesitation. When asked who had 
remembered to bring something for the “‘surprise box,” 
about half of the children raised their hands. 

First the children of the first-grade classes came for- 
ward with their gifts. The leader held up each article 
as it was handed to him, and spoke of it appreciatively 
while all looked at it. The gifts were then laid out on a 
table. The children of the second- and third-grade 
classes then came forward and brought their gifts in a 
similar way. 

One child asked whether those who had not brought 
things might do so the following Sunday. When asked 
whether there were others who would like to have the 
box wait for their gifts, almost all of those who had 
failed to bring anything raised their hands and said 
they would like to have another chance. It was there- 
fore so decided. 

The leader then brought out some sheets prepared 
for a chart; there were four of them, each about 6X9 
inches. The first contained a digest of the story told the 
previous week. One of the boys volunteered to read it: 


R— M— B— 


R— M— B— is a little Indian girl nine years old. Her 


go PROJECTS IN WORLD-FRIENDSHIP 


name does not sound like an Indian name, for the Indians 
usually have such names as Spotted-Horse, Sitting Bull, 
and Runaway Fox. 

When R— M— was a baby, she was carried on her 
mother’s back, just as every little papoose is carried by the 
Indian mother. She lived in a tent or wigwam, for that is 
the kind of home that people of her tribe live in. 

Something very sad happened. R— M—’s father and 
mother died, and she no longer had any real home of her own. 
One day, however, she was asked to go to live at a wonderful 
Indian school at a place called Santee. 

R— M~— was very happy when she arrived at Santee. 
Other little Indian girls welcomed her to her new home. 
“You will live in Birds’ Nest with us,” they said. ‘“That is 
a funny name,” said R— M— B—-; ‘“‘what is Birds’ Nest?” 
“Birds’ Nest is the house where all the little girls live,” 
they answered; “it is lovely; you will like it there.” 

So R— M~— lives in Birds’ Nest with the other little 
girls at the Santee School, and she is very happy. 


The second sheet was called “R— M— B—’s 
School,” and had six pictures of Santee pasted on it. 
The third contained more pictures of the Santee School 
and surroundings. While the offering was taken, two of 
the children held these sheets so that others could see 
them at close range as they marched by. 


NINTH PERIOD 


When the leader entered he was carrying a large 
box containing the articles which the children had 
brought the previous week. They did not need to be 
told what it contained; they remembered; for they were 
deeply interested in the presents they had brought. 


PROJECTS IN THE PRIMARY DEPARTMENT QI 


When the children were reminded that the sending of 
the box had been delayed at their request, twelve or 
fifteen boys and girls indicated that they had remem- 
bered to bring their gifts on this Sunday. They brought 
them forward as the chil- 
dren had done the previous 
week. These additional 
articles were piled into the 
big box, after all the chil- 
dren in the room had seen 
them. 

It was agreed that the 
box should be mailed dur- 
ing the week, and also that 
it would be appropriate to 
write a letter to the little 
Indian girl who was to 
receive it. They wanted 
to write it immediately. 
The leader wrote on the 
blackboard what they told 
him to say. Each child who 





: OUR LITTLE INDIAN FRIEND 
had a suggestion to make AT SANTEE 


stood up and said what- 
ever sentence he thought ought to be included. In this 
way the following letter was composed by the children 
and written on the board: 


DEAR R— M—: 


We have sent you some toys, and hope you ‘will like 
them. We have sent you lots of cloth to make doll-dresses. 


92 PROJECTS IN WORLD-FRIENDSHIP 


There are tablets, and pencils, and crayons in this box too. 
We have sent needles and thread too. 

How are you? We hope you are happy in Birds’ Nest. 
We have been talking about you. We would like to see a 
picture of you. We hope you will keep well and happy. 


Goodbye, 
from 


PRIMARY SUNDAY SCHOOL 
OBERLIN, OHIO 


It was understood that a copy of this letter would be 
mailed during the week, and the hope was expressed 
that R— M— might answer the letter sometime, and 
perhaps send her picture. 

(During the week the box and the letter were sent. 
Without mentioning the matter to the children, the 
leader also wrote a letter to the principal of the Santee 
School, explaining to him what the children had 
done.) 


TENTH PERIOD 


It was reported that both box and letter had been 
mailed. The children hoped that R— M— would 
answer their letter! 

The leader told a story about other children in this 
country, a boy named Kenneth and some of his friends 
who lived in a new town out West, and whose efforts 
resulted in a church building for their community.? 


t “How Kenneth Won His Church,” from Young Americans: 
Picture Stories, by Anita B. Ferris, published by Missionary Ed- 
ucation Movement of the United States and Canada. 


PROJECTS IN THE PRIMARY DEPARTMENT 93 


ELEVENTH PERIOD 


The children recalled the names of all the boys and 
girls in this country about whom they had been hearing 
in recent weeks. They named them over, and called 
them their new friends. They wondered whether the 
little Indian girl had received the box, and when she 
would write and tell them so. 

The leader told a story about a little colored boy 
down South who by hard work and earnest effort finally 
succeeded in going away to school. 


TWELFTH PERIOD 


The leader announced that during the week he had 
received a letter. At once they all guessed, ““R— M— 
B—.” They were correct. The leader read the letter: 


SANTEE, NEB. 
March 20, 1924 
My DEAR FRIENDS: 


I thank you for all those nice things you sent to me I 
never know you but I sure think you like me because you 
remember me and sent me all those nice things. I like every- 
things and I sure thank you for the little bureau. It is so 
cute—I gave some of the pretty pieces to the other girls and 
then we all sew for our little dolls sometimes, and then we 
play dolly house; There are 22 little girls in this “Birds’ 
Nest.” We all have work to do and my work is getting the 
coal and then I sure have to scrub. I like to stay here and 
I like to go to school sometimes. How are you getting along? 
All of us are well and we have lots of fun on the giant stride. 


1 “Chris’ mus,” from zbid. 


94 PROJECTS IN WORLD-FRIENDSHIP 


Some of us learned to say lots of Bible verses and we are 
going to get Testaments I sure will like mine. 
Your friend, 
Roe Ma eee 

This letter pleased the children. The leader then 
showed what had been inclosed: two pictures of R— 
M— B—. These gave them particular delight. They 
discussed how they might preserve the picture and let- 
ter, and decided to make a chart to put on the wall of 
their room with their other charts. Foreseeing this 
possibility, the leader had the materials at hand, and 
they proceeded to make their chart, which they marked 
“Our Indian Friend.” The first unit contained R— 
M— B—’s letter and picture, and a statement about the 
letter and box which the group had sent to her. The 
second, third, and fourth units included pictures of the 
Santee School and the story of R— M— B—, as de- 
scribed under the heading ‘Eighth Period.” These 
sheets had been preserved by the leader during the four 
weeks since they had been made and used. The com- 
pleted chart was placed upon the wall as a reminder of 
their new friend—the nine-year-old Indian girl, R— 
M— B—. 

THIRTEENTH PERIOD* 

The leader placed four chairs in a semicircle in the 
front of the room. He told the children that they might 
imagine a big blazing fire in an open fireplace in front 
of the chairs. The seats were for the four members of 
the family in the story which he was about to tell. He 
took his seat in one of the chairs, and told the story, 
“The House of Friendship.” 





OUR INDIAN FRIEND 


(A Pr 


Department chart) 


imary 


96 PROJECTS IN WORLD-FRIENDSHIP 


THE HOUSE OF FRIENDSHIP! 


When Father came into the living-room of their nice 
home in , he found Mother seated before the open 
fire, and next to her, Ruth. Robert came in and sat down 
too, so Father took the chair between Ruth and Robert. 
There they all sat, watching the cheerful blaze in the open 
fireplace. 

They could hear the whistle of the wind and the beating 
of the rain outside! 

“How lovely to be inside,” said Ruth; ‘‘and to be alone 





by ourselves on a night like this—alone in our own home of : 


love and friendship.”’ 

“Who is in your house of friendship, daughter?” her 
Father asked, after a pause. 

“Why, you and Mother, and Robert and I—of course.” 

“TI believe your house of friendship has more in it than 
that,” Father suggested; “‘suppose as we sit here looking into 
the open fire we watch the flames and imagine we can see 
others in our house of friendship. We can take turns telling 
whom we see.” 

“Let me be first,” Ruth answered with enthusiasm. “I 
think I can see a little girl walking in the woods; her brother 
calls her Sis. They are walking up to a man who is hurt. 
Now they are helping him to their log-cabin in the moun- 
tains. Now they are running through the woods in the early 
morning to announce the new Sunday school. Now they are 
bringing a girl named Mary Ella. Johnnie and Sis and Mary 
Ella are in my house of friendship, because I gave something 
to help them go to school down in their mountain home.” 

Then Robert spoke: “T think I can see a little Indian 
boy named Jimmie Spotted Horse, running across the desert 

* The idea involved in this story is found in a number of other 


stories and projects, some of them using the same expression, 
“House of Friendship.” 


an a _— ee 


PROJECTS IN THE PRIMARY DEPARTMENT 97 


chasing another boy named George Runaway-Fox. It must 
be lonesome out there! They’re in my house of friendship.” 

“Tf you can see little Indian boys, I can see a little Indian 
girl,’ said Mother. “She is living in a house called ‘Birds’ 
Nest,’ and she has no other home to go to. I know she isin our 
house of friendship because Robert took some marbles, and 
Ruth took some needles and pieces of cloth, and Father and 
I sent some crayons for the box the boys and girls sent to 
her a while ago.” 

“I see some others in my house of friendship,” Robert 
broke in; “they are in a railroad station, trying to have a 
Sunday school there. One is named Kenneth, and there is 
another whose name I forget, but I like them, because they 
are the kind of boys who really do things.” 

“What is that I see standing up on his hind legs?” 
Father began, slowly; and they thought he must be joking. 
“Why, he is looking into a schoolhouse window! That must 
be Chris’mus.”’ 

“Now Father, we can’t have a pig in our house of friend- 

ship!” 
“Well,” Father answered, “if I cannot have Chris’mus, 
[ll put in Abraham who owned the pig, and his little brother 
Bennie, and his sister. They’re in my house of friendship. 
It seems to me that we are getting a big family into our 
house.” 

“Some of them are children in the West,’ Mother con- 
tinued, “and some are from the mountains of the South; 
some are colored children; and some are Indian children. But 
all of them are in our house of friendship.” 

And Father added: “We have a very happy home, we 
four; but I am glad we have others besides ourselves in our 
house of friendship.” 

“So am I,” said Ruth and Robert in the same breath. 


CLEARY LL 


PROJECTS IN THE JUNIOR 
DEPARTMENT 


This chapter, like the preceding one, is devoted to 
a record of projects actually carried out. It represents 
neither the ideal nor the theoretical, but the actual. It 
records friendship enterprises of fourth-, fifth-, and 
sixth-grade children. 


I. OUR FRIENDS IN THE SOUTHERN MOUNTAINS 


First PERIOD 


Two weeks before this Sunday the leader told the 
children a story about some children of the southern 
highlands; he then described the country in which they 
lived, and told about one of their schools. 

On the following Sunday he told a story about the 
American Indians, making clear some of their needs and 
certain friendly efforts to meet those needs. 

These stories were intended as a preparation for the 
children’s decision as to the cause to which they might 
contribute their money during the spring. On this Sun- 
day, therefore, they made their decision. The leader 
asked for suggestions from the group, as to the friend- 
ship interest they might want to make their own for the 
coming quarter. One child suggested the people of the 
mountains of the South, and especially the Pleasant Hill 


98 


PROJECTS IN THE JUNIOR DEPARTMENT 99 


Academy. The story of two weeks before had brought 
that interest clearly before them. Another suggested the 
Santee School for the American Indians. That, too, was 
to be expected, and the children were able to give good 
reasons for their suggestions. Another proposed China. 
The leader asked, ‘‘Who in China? What about China?” 
The child had no idea. Another child volunteered the 
thought that China was a good place to help because 
people needed to be taught how to be clean. Although 
the reason seemed rather unsatisfactory, that was added 
as a possibility. Another suggested the suffering people 
of Armenia. He did not have a very clear idea of the 
_ need, but he felt a vague sympathy for the people in 
Armenia because he knew that they had suffered very 
much. | 

The four suggestions were written on the blackboard 
before the group. Three of the older boys were ap- 
pointed tellers. They passed ballots and pencils and 
all voted. The ballots were then counted, showing the fol- 
lowing results: 


SaLLeer COO] Om I nGlans a we ele ee 17 
Pleasant Hill Academy in southern mountains. 32 
SSID AIM MPR rate erate les earn Ven 8 
HOU DICIOU AT IuPnian te re Ue tee fis eee M 3 


One teller announced that since the school in the south- 
ern mountains had a majority, or over half the entire 
vote, it would be their friendship interest for the quarter. 


SECOND PERIOD 


The leader made a talk about using the contribu- 
tion envelopes regularly. It ought to be stated that the 


100 PROJECTS IN WORLD-FRIENDSHIP 


children had been using envelopes something less than 
a year, and that their doing so was a matter of their own 
decision. 

On the blackboard the leader drew a thermometer 
with eighty-one spaces, the number of pupils who had 
had envelopes the previous quarter. These spaces he di- 
vided, indicating that ten were cold, twenty-five chilly, 
nineteen warm, and twenty-seven hot. This character- 
ization had to do with the question of regularity in 
their use of the envelopes. 

The new quarter’s envelopes were then distributed 
quickly. During the week the envelopes had been 
stamped to indicate the cause voted on the previous 
Sunday. The group then read in unison what was 
printed on the envelopes. The number and the date 
were omitted, and they read the name and location of 
the church school, and the following: 


JUNIOR DEPARTMENT 


This offering, by vote of the members of the department, 
is to help our friends of 


PLEASANT Hitt ACADEMY 


Plan to make your gift to this cause regularly and generously. 
If you must be absent bring two envelopes the following 
Sunday. 


Bach class then elected a representative to serve on 
a committee to plan the friendship program for the quar- 
ter. The names of the representatives were announced, 
three boys and three girls, and a time was set for their 
committee meeting with the leader. 


PROJECTS IN THE JUNIOR DEPARTMENT IOI 


The committee mecting.—At the time set five of the 
six members of the committee met with the leader to 
plan the program. Different ones made suggestions as 
to what they might appropriately do, but progress was 
slow, as is to be expected with children of that age. 
They finally agreed upon the following schedule: 

April 6: Reading, ‘“Mallie’s Chanct” (a story of the 
southern mountains which some of the sixth- 
grade children had dramatized two years 
ord Weighs 8, Roe eee ee pe ee Ze aa B— H— 

April 13: Talk on the people of the southern highlands, 
by one who has lived among them... Mr. M— 

April 20: Easter. Friendship period to be omitted 

lpi! 239 BO a unui tonsa Aa oe Oe ene ae Meas 

May 4: A description of the Pleasant Hill Adacemy 

U— M— 

May 11: A play showing the life of our friends in the 
southern highlands........ Representatives 

of sixth-grade classes 

May 18: Making and showing a chart descriptive of 


SE DISRen UCL OL ISG mitt tener nae Fifth-grade girls 
May 25: Emergency period for the leader to use in 
some way 


THIRD PERIOD 

‘““Mallie’s Chanct” was read by one of the girls, 
B— H—, as planned by the committee. This story is 
found in Fueryland, for April, 1920. 
FourTH PERIOD 


The order was changed, and M— C-—,, a fourth- 
grade girl, told a story about child life in the southern 
highlands. 


102 PROJECTS IN WorLD-FRIENDSHIP 


FirtH PERIop 


In accordance with the committee’s plan, the friend- 
ship program was omitted on Easter Sunday. 


SIXTH PERIOD 

The man who was asked to speak could not do sO, 
and it was not possible to secure a substitute. The sixth- 
grade children withdrew from the rest of the group and 
worked on their play. 


SEVENTH PERIOD 

U— M_,, a fifth-grade boy, gave a good talk, de- 
scribing the Pleasant Hill Academy, to which the de- 
partment was giving its money. This Academy is sup- 
ported by the denomination with which this church is 
affiliated, and information about it was secured from 
pamphlets and from a denominational magazine. 


E1GHTH PERIOD 


Ten boys and girls of the sixth-grade classes pre- 
sented to the rest of the group a little play which they 
had worked out in three meetings or rehearsals: “How 
Dreams Come True.’ It ought to be kept in mind that 
this was not prepared by an adult for children to use, 
but is the work of the children themselves. When they 
presented the play, it had not been written out ; after- 
ward members of the group put it into written form 
from memory. 

* This informal dramatization is based upon the story, ““How 
Dreams Come True,” by Mrs. M. Louise Ford, published by the 
American Missionary Association. The dramatization is the work 
of sixth-grade children, under the direction of Mrs. A. H. Bartter, 


Another interesting dramatization of the same story may be found 
in the Pilgrim Elementary Teacher (August, 1924), pp. 321-23. 





PROJECTS IN THE JUNIOR DEPARTMENT 103 


HOW DREAMS COME TRUE 
ACh | 


SCENE: In front of Minervy Bent’s hut. 

CHARACTERS: Mrs. Bent, Ben Bent, Mr. Bent, Minervy 
Bent, Lydia Bent. 

[Mrs. BENT comes from hut.] 
Mrs. Bent: Minervy and Lydia, come out here. 
[MINERVY and Lyp1A come from hut.] 

Minervy: What do you want, maw? 

Mrs. Bent: Minervy, you go hoe the garden. Lydia, you 
get the pan of potatoes that’s in the hut. [MINERvy starts off 
L. LypI gets potatoes and sits C. R. to pare them.| Minervy, 
where did you put my quilt-frame last night? 

Minervy {calling back\: Oh, it’s there in the back of the 
hut. 

(Mrs. BENT gets her work and sits down. BEN and 
Mr. BENT exter.] 

Ben: Say, ain’t it bout time to go to the clearin’? 

Mr. Bent: Got a lot o’ work today; maw, you got my 
lunch ready? 

Mrs. Bent: Vl go git it. 

[Mrs. BENT goes into hut.| 

Ben: We'd better git a lane fixed if we are goin’ to git 
some cattle. 

Mr. Bent: When do you think we can afford some 
cattle? 

(Mrs. BENT comes out with basket.’ 

Mrs. Bent: Here’s your lunch. 

Mr. Bent: Won’t be back till late tonight. We got a lot 
o’ work to do down to the clearin’. 


[Exit.] 





“HOW DREAMS COME TRUE” 
(Scenes from a dramatization by sixth-grade girls and boys) 


PROJECTS IN THE JUNIOR DEPARTMENT 105 


Actat 


SCENE: In front of Sam Ella Lyson’s cabin. Glass win- 
dow and flowers distinguish it from the cabin of the first act. 
CHARACTERS: Joe, Peg, Sam Ella Lyson, Mrs. Lyson, 
Mr. Lyson. 
[Jor sits L. F. sharpening knife. Whistle is heard. MINERVY 
enters from left.| | 

Minervy [calling]: Hoo, hoo, Sam Ella! 

[Sam ELLA runs out of the cabin. PEG comes out and sews.] 

Sam Ella: V’ve got the best news to tell you. I’m going 
to Pleasant Hill Academy! 

Minervy: How’s that come? 

Sam Ella: A man and woman was ridin’ up the path; 
right out here the hoss stumbled, and she fell off over his 
head, ’n she didn’t open her eyes for a Jong time. 

Minervy: Was she dead? 

Sam Ella: No. We brought her into the cabin. She 
wasn’t able to go with Mr. Heald, and she stayed here for 
three days! 

Minervy: With that glass winder? Where did you sleep? 

Peg: I slept out under the pines. 

Joe: And we went to the barn. 

[MINERVY sighs and looks sad.] 

Minervy: With all them glass winders! ’n two girls 
sleepin’ in a room. 

[Mr. Lyson comes out. At the side he shows Jor how to 
sharpen a knafe.| 

Sam Ella: ’n the next day she showed us all about the 
flowers, bees, and cocoons. 

[PEG runs into the cabin to bring a cocoon. They all exclaim 
about 1t.] 

Sam Ella: But, oh, I’m goin’ to the ’cademy! 

Minervy: But how ’re you goin’ to git the money? 


106 PROJECTS IN WORLD-FRIENDSHIP 


Sam Ella: Maw’s makin’ quilts, ’n Miss Heald said they 

used ’em up north for kivers, ’n curtains, ’n things. 
[Mrs. Lyson comes out of cabin working on one.| 
Oh, here’s maw with one now. 
[All look at it.| 
Mrs. Lyson: ’m so glad I can help. 
[She comes to C.| 

Mr. Lyson: Sam Ella, you better be gettin’ to work. [To 
Mrs. Lyson:| I’m goin’ out to chop wood. 

Minervy: Guess I'd better be a-goin’. 

Sam Ella: Oh, ain’t you glad I’m goin’? 

[MINERVY J/eaves stage. SAM ELLA goes into the hut.| 


Act III 


SCENE: In front of Minervy Bent’s home. 
CHARACTERS: The same as in Act I. 
[Mrs. BENT comes from the cabin and sits down.] 

Mrs. Bent: Lydia, get busy and sweep that floor. 
[LYDIA comes from the cabin with her broom. MINERVY enters 

looking very sad.| 

Mrs. Beni: Well, what’s the matter, Minervy? 

MINERVY [dropping down by her mother’s side]: Oh, Sam 
Ella’s goin’ to that ’cademy, and I want to go too! 

Mrs. Bent: Well, they got a glass winder, and more 
money than we have. I like to have you go, but you can’t. 

Minervy: But couldn’t you make quilts, the way her 
mother is? 

Mrs. Bent: Well, I need my time and money for some- 


thing else. 
[Enter BEN and Mr. BENT.] 


Ben: What’s the matter, Sis? 
[MINERVY runs off, weeping.] 
Mrs. Bent: Well, Sam Ella’s goin’ to the Pleasant Hill 
‘cademy, and Minervy wants to go too, and she can’t. 


Bete < 


PROJECTS IN THE JUNIOR DEPARTMENT 107 


Ben: Why not? 

Mrs. Bent: Why not? Because we haven’t the money to 
send her! 

Ben: Mainervy is as likely a girl as anyone, and I don’t 
want her to merry some “hic” around here and never have 
achance. I’m goin’ to help herout. I’m goin’ to give her the 
money to go to school with, that I got when I was in the army. 

Mrs. Bent: Oh, but Ben, you want to use that for some- 
thin’ else! 

Ben: Well, that’s somethin’ else, ain’t it? 

Mrs. Bent: Oh, Lydia, run tell Minervy. 

[Lyp1A gets MINERVY, and they enter.| 

Minervy: Maw, can I really go to that ’cademy and get 
a edication? 

Mrs. Bent: Yes. Ben is goin’ to give you the money he 
got in the army. 

Minervy: Oh,Iam so glad! Thank you! [Looking at BEN.| 

Mr. Bent: Well, if Minervy is goin’ to school, we all 


better get to work. 
[The end.| 


NINTH PERIOD 

In accordance with the committee’s original plan, at 
this session the fifth-grade girls presented a chart illus- 
trating this unit of work. On the chart were pictures and 
descriptions of Pleasant Hill Academy, and a record of 
the children’s programs. 


2. HELPING CHILDREN OF THE “‘LOVING-ALL 
INSTITUTE”? OF JAPAN 
First PERIOD 
The leader asked the children to recall the friendly 
enterprises in which they had been engaged during the 
past year or two, and the causes which they had been 
helping. They readily mentioned five or six, such as an 


108 PROJECTS IN WORLD-FRIENDSHIP 


Indian school in the west, the children’s ward of a hos- 
pital in Porto Rico, a certain school for little girls in 
China, etc. These were written on the blackboard. 

The leader then suggested that the time had come 
to decide upon some new friendly interest for the com- 
ing quarter, and asked the children to tell what they 
would like that interest to be. One after another, they 
stood up and offered their suggestions, which the leader 
wrote on the blackboard. Each one who made a sugges- 
tion was asked to tell his reason for making it. These 
suggestions, with the reasons indicated in parentheses, 
were as follows: 


“Some of the Children in Japan’ [because of the earth- 
quake and suffering]. 

“The American Indians” [because they are poor and 
need help]. 

“Our Local Hospital” [because we need a good hospital 
in our own town]. 

“Armenian Children” [because there has been so much 
suffering over there]. 

“People in the Southern Mountains” [because they need 
schools]. 

“The Hospital in Porto Rico to Which We Have Given 
Before” [because the children there ought to have a good 
hospital]. 

™It may be noted that these suggestions reflected recent 
events familiar to everyone and also causes that the group had 
helped in the past. This occurred only two or three weeks after 
the earthquake in Japan. The local community was conducting a 
campaign for a new hospital. The year before, some of the group 
had made a study of ‘Our friends, the American Indians.” A year 
and a half before, some had taken part in a little play depicting 


life in the southern mountains. They had previously contributed 
toward the hospital in Porto Rico and Armenian relief. 


a 1 


——— ee 


PROJECTS IN THE JUNIOR DEPARTMENT 10g 


A vote on these six causes was then taken, with the fol- 
lowing result: 


Some of the children of Japan)... .¢.4i04 05 43 
Gurocal nospitalay ats at atte me we eae: be es tin 15 
ELHegAMETICAN INGIANS YT accecae aye scans wise vio I 
AA TACT GOUGLEL Meet LaN cco nets weno thee, I 
People in the southern mountains............ I 
IOSD a LA De ROLLO, RCO wie 4 2m omni tees ne I 


(It was not strange that each of the last four causes 
received one vote only, for the feeling had prevailed for 
some time that it was desirable to find new causes rather 
than to continue the support of those which they had 
previously helped. The large vote for the first cause may 
also be explained on the basis of the widespread sym- 
pathy for the earthquake sufferers of Japan, in the fall 
of 1923, on the part of children as well as adults.) 

This vote did not determine what group of children 
in Japan were to be helped; that decision was to come 
a little later. 

It was suggested that those who could, bring pic- 
tures having to do with Japanese life. 


SECOND PERIOD 

The leader showed some Japanese pictures which he 
had brought. 

Fach child was given a package of envelopes for the 
quarter. During the week these had been stamped so 
that they read (in part): 


JUNIOR DEPARTMENT 


This offering, by vote of the members of 
the department, is to help our friends of 
JAPAN 


IIO PROJECTS IN WORLD-F RIENDSHIP 


The leader then discussed with the children the mat- 
ter of using the envelopes, stressing the importance of 
giving regularly, generously, and intelligently. He used 
the blackboard, and the children participated in the dis- 
cussion. 


THIRD PERIOD 


One girl showed a few pictures that she had brought, 
and they were put away for possible future use. 

The leader then introduced a visitor from Japan, 
Miss Tazu Yonezawa, a student in the community. She 
was in Japanese costume. She had brought many in- 
teresting Japanese articles, e.g., parasol, sandals, pic- 
tures, decorative strips, silk square in which to carry 
the articles, etc. She showed these articles, and talked 
in an interesting way about them and about her coun- 
try. The children asked her a number of questions about 
her country and her people which she was glad to 
answer. 

The department gave their visitor a rising vote of 
thanks for coming and talking with them. 


FouRTH PERIOD 


A few more pictures were brought and shown by the 
children. These, too, were kept for possible use a little 
later. 

In order to bring before the children a character who 
had really achieved something of note for his country, 
Japan, the leader told the story of Joseph Hardy Nee- 
sima. Some were already familiar with him and his 
work, but that only increased their interest in the story. 


PROJECTS IN THE JUNIOR DEPARTMENT III 


Firtu PERIOD 


The leader told the story of the life and work of Miss 
Alice Adams, and the founding of the Hakuaikwai (The 
Loving-All Institute) at Okayama, Japan. It is an in- 
teresting story of the work of a social institution, under 
Christian auspices, in the slum district of Okayama. 

At the close of the story, the question was raised 
whether there might be something that these Junior 
boys and girls could do for these little Japanese children 
in this poor section of Japan. One boy said: “We could 
let that be the place where we send our money.”’ One 
girl said: “‘We could take some of our old clothes and 
put them in a box, and send it for Christmas.” Another 
child said: “We could get some toys and send them at 
Christmas time.” 

The department voted on the suggestions that their 
own members had made, and thus decided that the 
“Loving-All Institute” would be the particular cause in 
Japan to receive their money, and also that they would 
send a Christmas box to the children of that Institute. 

It was decided that a committee should make plans 
for the sending of the box, and report to the department 
on the following Sunday. The president of the depart- 
ment, a girl, appointed two girls besides herself; and the 
vice-president of the department, a boy, appointed two 
boys besides himself, to constitute the committee. The 
leader arranged to meet with the committee on the fol- 
lowing Wednesday afternoon. 

Committee meeting.--The committee met, as sched- 
uled, four of the children and the leader being present. 
The leader told the committee that a day or two before 


112 PROJECTS IN WORLD-FRIENDSHIP 


he had talked with someone who had visited the “‘Loving- 
All Institute,” and that he had asked her to name arti- 
cles that would be most appropriate to send to the chil- 
dren there. She had given him a list, which was then 
read: American dolls (however cheap); pieces of cloth 
or other materials; hair ribbons; pictures of the children 
themselves; pictures of anything typically American; 
small, inexpensive picture-books; hallowe’en articles; 
handkerchiefs. She had also said that clothing ought 
not to be sent, because the children in Japan wear 
clothes that are very different from ours. 

The committee then discussed various plans, and 
decided upon certain recommendations. It chose one of 
its number, the president of the department, to make 
the report on the following Sunday. With the help of 
other members of the group, she wrote down the deci- 
sions that had been made. The other members of the 
committee made lists of the articles that they had found 
to be appropriate, in order that they might have them 
for reference in their own classes. 


SrxTH PERIOD 


The report of the committee was given. The girl 
who gave it brought out the following suggestions: (1) 
that articles for the box be brought on the following 
Sunday; (2) that each class try to decide what articles 
it will bring, taking a few moments today for that pur- 
pose; (3) that the following are appropriate: dolls, pic- 
tures, scrapbooks, pieces of cloth, handkerchiefs, books, 
hallowe’en articles, Christmas decorations, hair ribbons; 
that heavy articles ought not to be brought because of 


Oe 


PROJECTS IN THE JUNIOR DEPARTMENT 113 


the distance the box is to be sent; and that clothing 
ought not to be sent because the Japanese wear a differ- 
ent kind; (4) that a picture of the boys and girls be 
taken next Sunday, and also one of the teachers and 
other older people, to be sent with the box; (5) that the 
group may meet on a weekday to finish the work and to 
pack the box; (6) that those who want to write letters 
to send when the box is sent may do so. 

The department voted to accept the report. 

Each class then went into brief consultation, to de- 
cide what articles they would try to bring on the follow- 
ing Sunday. When the group reassembled, each class 
reported its plans as follows: 

Fourth-grade boys: pictures, scrapbooks, postal cards, 
books 

Fifth-grade boys: picture-books, scrapbooks 

Sixth-grade boys: toys, pictures 

Fourth-grade girls: clothespin dolls, cotton cloth 

Fifth-grade girls: dolls 

Sixth-grade girls: handkerchiefs, scrapbooks, dolls 


SEVENTH PERIOD 


It was evident at once that the great majority of the 
group had brought articles for the box, to be sent to 
Okayama. : 

Before the presents were gathered together, pictures 
were taken, in accordance with the recommendation of 
the committee and the vote of the department. One pic- 
ture was taken of the girls, holding in plain view the 
articles that they had brought. Another was taken of 
the boys, holding their presents so that they could easily 
be seen. A third picture was taken of the entire group. 


II4 PROJECTS IN WORLD-FRIENDSHIP 


These pictures were used later as part of a chart which 
was made as a record of this entire project; they were 
also sent to the children of Hakuaikwai. 

As each class was called, the members came forward 
and laid their gifts on a large table at the front of the 
room. This ceremony was not so hurried but that all 
could see the articles that were being brought. It was 
noticeable that the classes had held fairly well to their 
decisions of the previous Sunday, although not entire- 
ly so. 

Some said that they had not had time to finish what 
they had started to make, and asked whether the box 
might not be held over another week. The group de- 
cided by vote to do so, and it was agreed that the box 
would not be packed until after the following Sunday. 

This session proved to be most interesting and en- 
thusiastic. 


EIGHTH PERIOD 


Many children brought gifts at this session who had 
not done so the previous week. These were taken for- 
ward and recognized in an appropriate way. 

After discussing the matter of sending the box, the 
president and the vice-president each appointed two 
others to act with themselves as a committee on packing. 
This committee later agreed upon a time to meet and 
to do their work. Someone suggested that it would be 
appropriate to write to the children of Hakuaikwai to 
tell them that the box was being sent, and to extend 
Christmas greetings. It was voted to do so immediately, 
by classes. The department then separated into six 


PROJECTS IN THE JUNIOR DEPARTMENT II5 


class circles, and each teacher wrote what the members 
of the class suggested. This took about five minutes, 
after which the letters were collected and read to the 
entire group: 

[Fourth-Grade Boys] 
DEAR FRIENDS OF HAKUAIKWAI: 

We are the boys of the fourth grade class of the church 
school of church. 

We are glad we are able to send you the gifts which you 
find in the box, and we hope you will have a lot of fun with 
them. The things we sent you in the box are scrap-books, 
picture-books, and picture cards. 

We hope that the box will get there by Christmas, and 
that they will help you to have a very merry Christmas and 
a happy New Year. 

Your friends of 








Church School, 
THE FouRTH-GRADE CLASS 


[Fourth-Grade Girls] 
To the boys and girls of Hakuaikwai, Okayama, Japan 


DEAR Boys AND GIRLS: We are the fourth grade girls, 
and we wish you a merry Christmas. We are sorry that you 
had the earthquake. We have a president of our class, 
Isabelle Ferrell, and a vice-president, Mary Carr. 

Today we are studying about Joseph in the Bible. 

We hope you will enjoy the gifts we send. 

With love, from 


Your LItTLeE FRIENDS IN AMERICA 
[Fifth-Grade Boys] 
DEAR FRIENDS IN HAKUAIKWAI: 


We wish you to have a happy New Year and a merry 
Christmas—from the boys of the fifth grade class and their 
teacher, Mrs. Webster. 


116 PROJECTS IN WORLD-FRIENDSHIP 


[F'ifth-Grade Girls] 
DEAR FRIENDS IN HAKUAIKWAT: 


We are sending you these gifts, and showing in this small 
way that we are thinking of you boys and girls at this Christ- 
mas time. 

It took us about two weeks to make these, and we had 
great fun in dressing the dolls. Some we have named, and 
the others we will leave for you to name. 

All of us join in wishing you a happy Christmas time. 

Your friends in America, 
[Names of pupils and teachers signed] 


Sixth-Grade Boys] 
DEAR FRIENDS IN HAKUAIKWAT: 


We are sixth grade boys, and we are very much inter- 
ested in the Sunday School work you are doing. We are 
studying about a boy named Dick who took a trip to the 
Holy Land. 


[Names of teacher and pupils signed] 


[Sixth-Grade Girls] 
DEAR FRIENDS IN HAKUAIKWAI: 


We hope you will enjoy our gifts. We had very much 
fun collecting them to send to you. It took us two weeks to 
do our share. We thought you might like to see some Ameri- 
can scrapbooks, handkerchiefs, and how American dolls are 
dressed. 

A very merry Christmas and a happy New Year— 

Your friends in America, 


SIXTH-GRADE GIRLS OF THE CHURCH 





It was announced that these letters would be sent 
during the week, at the same time that the box was 
sent. 


nk 


a re 


PROJECTS IN THE JUNIOR DEPARTMENT 117 


Committee meeting.—On the day set for the packing 
of the box the three girls on the committee came, but 
the three boys were absent. The girls packed the box 
and prepared it for mailing, with the help of the leader. 





THE COMMITTEE PACKS THE BOX 


The package was mailed, as was also a letter inclos- 
ing the six class letters and the pictures of the depart- 
ment. The leader also wrote a personal letter to the 
superintendent of Hakuaikwai, explaining to him what 
the children had done. 


NINtH PERIOD 


The Packing Committee made a report of what they 
had done, and told that the box, and letters, and the 
pictures had actually been sent, 


118 PROJECTS IN WORLD-FRIENDSHIP 


A visitor was present, Miss Husted, a missionary 
to Japan, at home on furlough. She had been at the 
Loving-All Institute, and told the children something 
about it. She also sang them some songs in Japanese, 
to the children’s delight. 


TENTH PERIOD 


A chart was made in order to preserve some record 
of the enterprise of the quarter. It was entitled, “The 
Junior Department and Their Japanese Friends.” The 
leader brought paste, mounting-board, and various ma- 
terials, partly ready for mounting. About ten children 
participated in various ways in the making of the chart. 
The first section contained pictures of the Junior group, 
and the third section pictures of the Packing Com- 
mittee at work, with an explanation below. The second 
section was a description of the work of the quarter in 
connection with the gifts to the Institute, and the fourth 
contained various appropriate pictures, selected from 
those which the children had brought from time to time. 
The finished chart was hung on the wall of the room as a 
record and a reminder of their friendly enterprise for 
the children of Hakuaikwai in Japan. 

(Some months later an appreciative letter was re- 
ceived, acknowledging the letters, the box, and the pic- 
tures. This was read at a meeting of the Junior De- 
partment.) 


3. LEARNING TO KNOW OUR FRIENDS, THE 
AMERICAN INDIANS 


This project was carried on for a period of four 
months by fifth-grade children, the boys and girls work- 


85 38 
Soh tec SORRY: 


SAD BE RET Sige $ 
aS a Leas) See 





A CHART: THE JUNIOR DEPARTMENT AND THEIR 
JAPANESE FRIENDS 


120 PROJECTS IN WoORLD-FRIENDSHIP 


ing in separate groups. During this time this was their 
course of study in the church school. On a number of 
occasions previous to this time, an Indian student from 
Nebraska had visited the Junior Department, talked 
with them about his people and their customs, and sung 
Indian songs for them. This gave them a point of con- 
tact with the American Indians and a real interest in 
them. They knew this particular student, liked him, 
and wanted to know more about his people. 

The two groups followed somewhat different meth- 
ods. The boys spent more time in notebook work, and 
summed up their effort and findings in a chart at the 
end of their study. The girls spent a number of their 
later sessions in working out an original play that re- 
vealed some of the ideas, customs, and attitudes that 
they had found to be those of the American Indians. 
The play also gave a glimpse of a Christian school for 
the Indians. 

The contributions of both boys and girls during this 
period were applied to the work of this Christian school; 
this was done, of course, in accordance with the chil- 
dren’s own decision. 

The following outline is a very condensed statement 
of the method followed by the girls’ group: 


1. [he Indians among us: why we should help them 
The children’s contacts with Indians; the former life of 
the Indians in this part of the country; where they have 
gone; their reason for going west; brief glimpses of Ameri- 
can history; familiar Indian names; Indians’ treatment 
at the hands of the whites; their debt to the whites, or the 
white man’s debt to them? 


U1 


PROJECTS IN THE JUNIOR DEPARTMENT 121 


. Why we should help our Indian friends: the Christian point 


of view 

Recalling decision in regard to our debt to them; the 
Christian obligation to help any in need; the privilege of 
helping those whom we have the power to help; illustra- 
tive stories; in what ways we can help 


. What the Indian gives us 


Exhibition of articles indicating the occupational life 
of the Indians, e.g., pottery, baskets, blankets, rugs, etc. 
Study of such articles; appreciation of them 


. What we give the Indian 


Land; money; citizenship under certain conditions; 
schools; what churches and church schools have done 


. Giving Christianity to the Indians 


The work of John Eliot, David Brainerd, and others; 
Christian conditions among Indians today; the Christian 
school to which we are giving our help; a story 


The religion and the old religious customs of the Indians 

The Great Spirit; Indian holy men; how to become a 
holy man; testing holy men; the Indian at worship; cere- 
monies to secure the necessities of life; prayers and prayer 
offerings; dances; totems; belief in life after death; 
religious customs; summing up best points in Indian reli- 
gion; summing up weak points that make it desirable that 
the Indian have something better as his religion 


. Our religion in comparison with that of the Indians 


Recalling previous summaries; comparisons in such 
matters as superstition, ceremonials, holy men, knowledge 
of Jesus’ life and teaching 


. A Christian school for the Indians 


A true story of a child at that school; the school: where 
it is, who attends, what they do, why the government 
schools are not sufficient; how to help this school 


122 PROJECTS IN WoORLD-FRIENDSHIP 


9. The girls’ own play* 
SCENE 1: In the Wigwam of the Chief 


The Indian mother is seen lulling her papoose to 
sleep by the fireside. Swift Arrow enters, bringing his 
sister, Red Bead, who has been bitten by a snake. He 
tells his mother about the incident, and that she can 
hardly walk. The mother leaves everything else, and 
comes quickly to examine the swelling ankle. Red Bead 
writhes in pain and moans feebly. As the child seems 
in great danger, the father and grandfather are sum- 
moned. A family council results in the dispatch of 
Swift Arrow to the medicine-man, to tell him of the 
approach of the family with the sick child, to the kiva 
[an underground place of religious ceremonials]. 

SCENE 2: In the “Kiva” 

An altar appears with an idol fantastically decorated. 
Before it is a snake-skin. The medicine-man is arrang- 
ing certain details about the altar. Swift Arrow enters 
breathlessly, and breaks the news. Shortly thereafter 
the family enter. They place Red Bead before the altar, 
and retire a discreet distance. The medicine-man begins 
yelling and singing, growling and dancing, and finally 
offers a prayer to the spirit of snakes to come out of the 
ankle. The child seems quieter, and the chief rewards 
the medicine-man with a fine string of beads for curing 
his daughter. She walks out, partly supported by her 
mother. 


* The dramatization that is here briefly described was worked 
out by the fifth-grade girls of United Church, Oberlin, Ohio, under 
the leadership of Miss Claire Ordway and Miss Emily Todd. The 
names of some of the characters and certain elements of the story 
were borrowed from a story published by the American Missionary 
Association, 


PROJECTS IN THE JUNIOR DEPARTMENT 422 


SCENE 3: In the Wigwam of the Chief 

Red Bead is in worse pain than before. The family 
decide to act on the suggestion of Swift Arrow that 
they call the white doctor from the nearby mission 
school. The chief does not really approve, but gives his 
consent as it seems to be a last resort. Swift Arrow goes 
out and soon returns with the white doctor. He applies 
hot water, treats the wound in other ways, and finally 
bandages the ankle. The pain is much relieved, and the 
little girl is interested in the doctor’s account of what 
girls are taught at the mission school—sewing, cooking, 
reading, and many other things. Swift Arrow is also 
very much impressed by the description of the sports, 
the manual training, and the other work for boys at 
Santee. The doctor urges the parents to send the chil- 
dren there when Red Bead recovers. They do not prom- 
ise, but they do appear very grateful to the doctor for 
saving Red Bead’s life. After much pleading by Red 
Bead, however, they do promise to send the children to 
the school. 


SCENE 4: In Santee School 

Girls in American clothes are seated in a circle on 
the floor. They are sewing on various articles. A teach- 
er is with them. Red Bead enters with another teacher, 
who introduces her to the girls. They are very pleasant 
and cordial, telling her of the kind of life they lead 
there, and detailing a day at the school. When she 
mentions her brother as another newcomer, they all 
tell her of the life of boys at Santee. The girls show her 
their sewing, explaining that they have learned that 
at Santee. Red Bead is very anxious to begin her work 
as a real student, and tells the other girls so. The bell 
rings for chapel, and all the girls file out of the door 
for their devotional service. 


CHAPTER VIII 


PROJECTS IN’ THE JUNIOR V HAIGH 
SCHOOL DEPARTMENT 


In this chapter a record is given of five projects car- 
ried out by pupils of the seventh, eighth, and ninth 
grades of the church school, approximately twelve to 
fourteen years of age. 

I. HELPING IN THE ENTERPRISE OF A NEW 
LOCAL HOSPITAL 
(A project carried out by junior high school girls) 


First PERIOD 

At this first session, the girls’ activity for the quar- 
ter was discussed and determined. Five enterprises 
were suggested by different members of the group: the 
local hospital, about to erect a new building; a children’s 
hospital in a neighboring city; a certain girls’ school in 
China; the children of the southern highlands; and cer- 
tain social work in the city slums. When the vote was 
taken, a majority voted to help in their own community 
enterprise of securing a much-needed new hospital. The 
reason for this decision was not difficult to explain, for 
this happened to be the most popular community need 
at the time, much talked of by young and old alike. 

A committee of three was appointed, a girl from 
each grade, to suggest a method of procedure. 

The committee meeting.—At the appointed time the 

124 


—————— 


Junior HicGH ScHOOL DEPARTMENT pas 


committee met with the leader to make plans. It had 
already been decided that whatever programs were pre- 
pared would be carried out with the boys as well as the 
girls of the department present, and that the same would 
be true of the boys’ programs. It was necessary, there- 
fore, to make provision for only five or six Sunday ses- 
sions. After some planning and discussion the com- 
mittee decided to recommend: 


1. That at their regular Monday afternoon meetings, the girls 
of the department sew and make useful articles for the 
hospital 

2. That during the Sunday morning friendship periods the 
following program be carried out: 

a) Talks by ninth-grade girls telling the history of the 
hospital, the condition of the old building, and why 
a new building is needed 

b) A description of the plans for the new building, by the 
chairman of the community hospital association 

c) Talks by eighth-grade girls about the cost of furnish- 
ing a room in the new building, and showing what the 
girls’ contributions for the quarter might accomplish 

d) Report on the sewing done and the gifts made at the 
Monday meetings 

e) The making of a chart, or the summary of this unit 
of work in some other appropriate way, by the sev- 
enth-grade girls 


3. That the gifts of the quarter, if not sufficient to furnish 
a room, be regarded as the beginning of a fund for that 
purpose, so that there may be a church-school room 





SECOND PERIOD 

The chairman of the committee read the report that 
had been decided upon at the week-day committee 
meeting. It was discussed and adopted by the group. 


126 PROJECTS IN WORLD-FRIENDSHIP 


THIRD PERIOD 

Two ninth-grade girls made talks according to the 
schedule adopted. They told about the old hospital, its 
history, the need for a new building, and something of 
the efforts thus far to secure one. 


FOURTH PERIOD 

This program was carried out as planned. The chair- 
man of the hospital association very willingly accepted 
the girls’ invitation to speak to them. He used a large 
blackboard, and on it drew a diagram of the proposed 
building. He also answered the children’s questions. 


FirtH PERIOD 

An eighth-grade representative, who had secured the 
information herself, talked about furnishing a new room 
in the hospital. She enumerated the essential articles 
of furniture and equipment, and indicated that the total 
cost would be $131.45. She then spoke of the girls’ gifts 
as part of such a fund, to which others of the church 
school might also contribute. 


SIXTH PERIOD 

One of the girls reported on the group’s weekday 
service activities, including not only sewing but also 
telephone and door service at the old hospital in times 
of special need. 


SEVENTH PERIOD 

Instead of making the chart suggested by the com- 
mittee, the seventh-grade girls presented a short and 
informal dramatization, in which they attempted to 
show the need for a new hospital and the ieee for 
meeting the need. 


ie ae eet 


Junior HicH ScHooLt DEPARTMENT 127 


WHY A NEW HOSPITAL?! 


ScENE: A private room in the old hospital. The PATIENT 1s 
sitting up in bed at the center back. By the side of the 

bed stands a small table with a white table cover on it, a 

glass, spoon, and bell. On the opposite side of the bed 1s a 

chair. The PATIENT is reading as the play begins. 

Patient: Oh dear, I wish I were in a hospital where there 
were wards, so I could talk to someone! Besides, this room 
is so expensive; I really can’t afford it. I want a drink of 
water; I guess I’ll ring for the nurse. [She rings the bell.| Why 
doesn’t that nurse come? [She rings again, and waits several 
seconds. The NuRSE hurries in.| 

Nurse: Here I amat last! I have been so busy this morn- 
ing! Miss Brown has been attending in the operating room, 
and I have had her patients to look after too. I'll be so glad 
when we get the new hospital, for then there will be more 
nurses and better equipment generally. 

Patient: I have heard about the new hospital. Are the 
plans all drawn? 

Nurse: Yes, they are drawn, and the campaign for funds 
is now going on. 

Patient: Are the townspeople interested? 

Nurse: Yes indeed! Even the children are interested. 
Why, the eighth-grade girls of United Church gave bake- 
sales a few weeks ago, and made quite a sum. 

Patient: Wasn’t that fine? Oh, nurse, I nearly forgot! 
May I have a drink, please? I am so thirsty! 

Nurse: Certainly. Just a minute. [NURSE Jeaves, and 
returns shortly with a glass of water. The PATIENT takes a 
drink, and sets the glass on the table.| Is there anything else? 

«This informal dramatization was worked out by the girls 
themselves, guided by their teacher, Miss Claire Ordway. It is 
not printed as a play in finished form, but as an example of a way 


in which simple and unspectacular causes may be made interesting 
and attractive. 


128 PROJECTS IN WoRLD-F RIENDSHIP 


Patient: No, thank you, ae you raise the shades and 
let the sun come in. 
[NURSE raises imaginary shades, and leaves.| 
Patient: Before I came to this hospital, I didn’t think 
there was any need for a new one; but now I see that there 
is great need for one. 





WHY A NEW HOSPITAL? 
(From a dramatization by seventh-grade girls) 


[The Doctor enters, carrying his bag.] 
Doctor: Good morning, Miss Williston, how are you this 
morning? 
Patient: Better, thank you, doctor. 
[The Doctor feels her pulse and nods.] 
Doctor: Now for the temperature. [He takes out his ther- 
mometer and puts it into the PATIENT’S mouth.] I guess spring 
has really come by now. The sun is so bright, and every- 


Juntor H1icH ScHooL DEPARTMENT 129 


thing is warming up at last. [He takes out the thermometer and 
looks at it.] Yes, I think you will be able to go home by the 
end of the week. However, I wish you might stay longer. It 
would be wiser. But we need the room badly. It will be 
fine when we get the new hospital and have plenty of room 
and enough nurses. Then everything will be better. 

Patient: It surely will be a great help to get the new 
building. | 

Doctor: Yes, indeed. Good day. Oh, I nearly forgot to 
tell you that you have a visitor downstairs. I’ll send her up. 

Patient: Thank you, Doctor. Goodbye. 

Doctor: Goodbye. [He goes out.) Enter NURSE with 
VISITOR, a woman from out of town. NURSE places a chatr for 
her and leaves. The Visitor shakes hands with the PATIENT.] 

Visitor: Why, Adelaide, I am so glad to see you. How 
are you? 

Patient: Much better, thank you. 

‘Visitor: That is fine. I hope you'll be able to eat this 
fruit I have brought. [She hands to Patient a basket of fruit. | 

Patient: Thank you so much, Betty; I think I shall. 

Visitor: How soon do you think you can go home? 

Patient: Oh, the Doctor says I may go about the end of 
this week. Yet if there was more room in the hospital, he 
would prefer to have me stay longer. But they need the space 
for someone else. 

Visitor: It is too bad they don’t get their new hospital 
started soon. How are the efforts toward it coming along? 

Patient: Just splendidly. 

Visitor: Excuse me for interrupting, but where did you 
get that pretty table scarf? 

Patient: Ah, there you come to the new hospital again. 
The girls of the Junior High School Department of United 
Church made several of them, to be used primarily in the 
new building. 


130 PROJECTS IN WORLD-FRIENDSHIP 


Visitor: Wasn’t that dear of them? Say, Adelaide, 
where can I get a peek at the plans for the new hospital? 

Patient: I don’t know, but perhaps my nurse will. I’ll 
ring for her. [She rings. There is no answer, and she rings 
again.| 

Visitor: Why doesn’t the nurse answer sooner? 

Patient: She is unusually busy today, helping to do 
someone else’s work as well as her own. [NuRSE enters.] Miss 
Smith, do you have a copy of the plans for the new hospital? 
Miss Burnette, my visitor, would like to see them. 

Nurse: I haven’t any myself, but I think they have a 
copy in the office. Just a minute. [NURSE leaves, and returns 
with a small copy of the plans, which she gives to Miss Bur- 
NETTE. Miss BURNETTE looks at it carefully and hands it 
back.| 

Visitor: That is very interesting. Thank you, Miss 
Smith. Do you know how much it will cost to furnish a room 
in the new building? 

Nurse: A little over one hundred dollars, we have esti- 
mated; really about $131. That will include a bed, springs, 
mattress, dresser, chair, table, rocker, blankets, and towels. 
We hope to secure the blankets and towels from other 
sources, so the actual expense will be about $110. 

Visitor: I am very glad to know that. Can you tell me 
anything more? Where will it be located? 

Nurse: On Lorain Street, at the end of Cedar. 

Visitor: I see. 

Nurse: There goes the Doctor down the hall. He can 
tell you more about it. He has some snapshots too of this 
old building, which may interest you. Doctor! [NuRsE rush- 
es to the door. She brings the Doctor in.] Miss Burnette, this 
is Dr. Jones. Doctor, I have been telling Miss Burnette of 
your pictures of this old hospital. Do you have them 
here? 


Juntor HicH ScHooLt DEPARTMENT rai 


Doctor: Yes, I got another set of prints today. [He takes 
an envelope of pictures from his pocket, and shows them to 
Miss BuRNETTE, explaining them one by one.| This last one 
is so good that I am having it enlarged to keep as a souvenir 
when we get our new building. 

Visitor: Thank you for showing them to me. Doctor, 
would five hundred dollars be any help toward the new 
hospital? : 

Doctor: It surely would, Miss Burnette! 

Visitor: Just a moment then. [She takes her checkbook 
from her handbag, and writes a check which she gives to the 
Doctor.| ; 

Doctor: Thank you very, very much. This will do many 
things to help furnish the new hospital. Goodbye. 

[The Docror leaves. The VistTor rises to go.] 

Visitor: Adelaide, I must go now, as I want to get back 
to Cleveland by dinner time. Goodbye, and I hope you will 
be well soon. 

Patient: Goodbye, Betty. Thank you again for the fruit. 

[The end.| 


2. SHOWING FRIENDSHIP TOWARD ORPHAN BOYS 
OF THE NEAR EAST 


(A project carried out by junior high school boys) 


First PERIOD 


When the time came for this group of boys to decide 
what friendship cause to support for the next three 
months, a number of boys were ready with suggestions. 
They proposed the Near East Relief, the people of 
Alaska, the starving German children, the American 
Indians, and certain groups of Mexicans. They also 
gave their reasons for preferring one cause to the others. 


132 PROJECTS IN WORLD-FRIENDSHIP 


When the vote was taken a majority of one was cast for 
the Near East Relief. 

A program committee of three was selected, one 
from each grade, to report suggestions at the next session. 

The committee meeting.—All three members of the 
committee met with the leader at the appointed time, 
and chose one of their number as chairman. The boys 
themselves suggested that the group ought to have such 
information as the following: the condition of the peo- 
ple in the Near East; the number of orphans; what the 
Near East is—where it is, who are included; what the 
Near East Relief is; what has been done; what still needs 
to be done; facts about the orphanages. They therefore 
outlined a program, making assignments to the boys of 
the different classes. 


SECOND PERIOD 


The committee made its report, which the group 
discussed and adopted. 


Tutrp PERIop 

The friendship period was in charge of the seventh- 
grade boys. With a large map at the front of the room, 
one boy answered the questions, What is the Near East? 
What countries does it include? Another boy answered 
the question, What is the Near East Relief? Their 
teacher added interesting items of information. 


FOURTH PERIOD 

The eighth-grade boys had been asked to tell about 
the conditions of the people of the Near East. One mem- 
ber of the class read a letter from an Armenian boy, 


Juntor HicH Scuoot DEPARTMENT 133 


describing conditions. This letter, written to a friend 
of the class teacher, proved to be very interesting. 
Another member of the class read a paper that he had 
written for this occasion, on “The Condition of the 
Children in the Near East Countries.” 


FirtH PERIOD 


For this session the ninth-grade boys had been as- 
signed the task of giving the group information in re- 
gard to the orphanages. They decided to do something 
more original than merely to make talks. The teacher' 
and a member of the class therefore prepared ten large 
sheets of paper during the week, in the following way: 

With a ro per cent solution of potassium ferrocy- 
anide, they painted the ten posters with pictures and 
statements, as will be indicated later, using a water-color 
brush. They used print paper, but any absorbent paper 
is good, such as the reverse side of wall paper. This solu- 
tion when painted on paper shows no color nor picture. 
The wet, painted sheets were allowed to dry. Some of 
the pictures or written matter were suggested by the 
boys, and some by the teacher. 

The Sunday-morning program was conducted by 
three of the boys. The large sheets of paper’ were fas- 
tened to an upright board with thumb tacks, ‘so that 
they could be turned back easily, one at a time. One 
boy was the speaker; one was the “painter’’; and the 
third turned the sheets back as they were used. 

The speaker told in a general way of the orphanages 
of the Near East Relief. He then said: ““Now Jared will 


«Mr. Kirke M. Dewey. 


134 PROJECTS IN WoORLD-F RIENDSHIP 


paint a map for us.”’ The “‘painter” took a large dishmop, 
dipped it into a pan close at hand, and rubbed it quickly 
over the surface of the top chart. (The liquid in the 
pan was a dilute solution of ferrichloride—a teaspoonful 
to a quart of water.) Immediately a map appeared in 





PAINTING THE PICTURES: NINTH-GRADE BOYS DE- 
SCRIBING NEAR EAST ORPHANAGES 


clear, dark blue, showing the country and the location of 
125 orphanages. When the first sheet was turned back, 
the speaker continued, and the “painter” painted the 
second picture, and so on throughout the series. The 
ten charts were as follows: 


1. A map of the Near East, showing the location of the 125 
orphanages. 


Leal 


IO. 


Juntior HicH ScHooL DEPARTMENT 135 


A statement in large letters: ‘There are 125 orphanages 
in the Near East. The largest is at Alexandropol which 
houses 17,000 children.” 


. The statements: 





Total children in the orphanages...... 64,109 
Children being helped outside......... 50,000 
ASS Ss BE 4 ht pe Sean marie Lebar Asia 114,109 


. A picture comparing the population of Oberlin, the local 


community, with the number of Near East orphans: on 
the left, x figure; on the right, 209. 


. A picture consisting of dots, comparing the number of 


orphans in the local orphans’ home to the number cared 
for in orphanages by the Near East Relief: 55 on the 
left side; on the right, 64,109. In writing, the statement 
appeared below: ‘“‘1,210 times as many in Near East 
Relief orphanages as in Oberlin orphanage.” 


. Apicture to indicate the program of study in the orphan- 


ages: a pile of books and a boy almost hidden behind a 
book. 


. A picture describing the play life of the orphans: see- 


saws, etc. 


. A picture of a carpenter’s bench, with tools suggestive of 


the kinds of work done by the boys. 


. A picture suggesting the kinds of work done by the girls: 


pottery, shoes, a tinshop, a loom for rugs. 

A picture of two faces, the first, looking very sad, marked 
“Before”; the second, looking very happy, marked 
“After.” The meaning, of course, was that the children 
were sad before reaching the orphanages, happy after- 
ward. The speaker concluded his talk by telling that 
five dollars a month cares for a child, and that they could 
help decide whether there should be many sad or many 
happy faces. 


130 PROJECTS IN WORLD-FRIENDSHIP 


The boys and girls pronounced this one of their most 
interesting friendship periods. 


SIXTH PERIOD 


The ninth-grade boys were to show the group what 
had been done and what still remained to be done in the 
Near East. They chose to do that by the method of 
dramatization. With their teacher they worked out an 
informal dramatization, suggested by a paragraph 
in a letter from the state director of the Near East 
keliet; 


I have just recently returned from overseas, and I want 
you to visualize the sight I witnessed in Syra, Greece. There, 
in one orphanage building, were 1,800 children, happy it is 
true, because they had at last entered the care of Near East 
Relief. But every day at five o’clock the little children who 
were on the outside, and roaming the island like little ani- 
mals, would come to the gates of the compound, inquiring 
as to the possibility of admittance, thinking that if any of 
the children within had died during the night, or any more 
funds had come from America, they would be admitted. 
This is just one of many experiences I had of a similar 
nature. 


The boys were appropriately dressed in old work 
clothes. The words of their dramatization were never 
written out. An attempt was made to make them fa- 
miliar with the general situation, to bring them into 
the proper spirit, and to permit the boys to say what 
seemed to them most appropriate, as they attempted 
to think of themselves in a Near East orphanage work- 
shop. 


Junior HicH ScHooL DEPARTMENT 137 


IN A NEAR EAST ORPHANAGE? 


CHARACTERS: 


HAROUTUNE, with carpenter’s tools 
ARAM, with shoe and hammer 
GARABED, with books 
HAVHANNES, with books 
Hacop, in bath-robe, with head bandaged 
HAIG 
BAGDHASSAR } Refugees, dressed in rags 
OTHERS 
ScENE: Workshop in Near East orphanage 
Time: Five o’clock any afternoon 


Boys in 
orphanage 


Haroutune is working on one side of the stage, planing a 
board. Aram, on the other side of the stage, is pounding 
nails in a shoe. Both boys work during the whole time of the 
play, stopping occasionally to talk together about their work. 
One is repairing a shoe for a new boy in the orphanage, 
Hagop, and the other is making a stool. 

Enter Hagop. He asks how his shoe is coming along, and 
Aram tells him that it is nearly done. The three talk to- 
gether, finding out from Hagop that he has just been released 
from the orphanage hospital, and will soon be working with 
them. Hagop tells them that his head has been diseased by 
sleeping in the filth of a dirty stable, and that the doctor 
says his hair will never grow out again; but he is glad to say 
that the sores are getting better. He is glad to be in the 
orphanage, instead of roaming around in the fields trying to 
find roots and garbage to eat. 

Enter Garabed and Havhannes with their schoolbooks. 
They have been in school all afternoon. They show Hagop 


1 Outlined and described by the teacher of the group, under 
whose direction the dramatization was worked out, Mr. Kirke M. 
Dewey. 


138 PROJECTS IN WORLD-FRIENDSHIP 


their books, and tell him what he will soon be studying. 
While they are talking there is a loud knocking at the door. 
They know who it is—children like themselves who want to 
be taken in, and who come every day at this time. Finally 
one of them lets them in. 

Enter Haig, Bagdhassar, and others, their faces dirty 
and their clothes ragged. One of them is chewing on some 





IN A NEAR EAST ORPHANAGE 
(Dramatization by ninth-grade boys) 


hay or roots. They ask if any of the children have died, so 
that there will be a place for them, or if any more money has 
come from America, so that they can be cared for. They tell 
how they have been wandering about the land for weeks, 
trying to get into an orphanage—sleeping with the cows in 
the barns at night, or sometimes in the gutters, eating roots 
or scraps out of the refuse heap. They are told there is no 
room for them, and they depart sorrowfully. The others ex- 
press a wish that American children might send enough 
money to care for them. The dinner bell sounds, and they 
all rush off the stage. 


Junior HicH ScHooL DEPARTMEN? 139 


SEVENTH PERIOD 

One boy who had been chosen to make a chart illus- 
trating the group’s interest in Near East Relief brought 
the chart and showed it to the others. It contained ap- 
propriate pictures and described what the boys had 
done. 

3. RENEWING AN OLD FRIENDSHIP 

A week or two before time for the department to 
determine its next friendship interest, a letter arrived 
from an old friend, Sulochana Zadhav, of India. The 
leader told the group about receiving the letter, and as 
soon as he mentioned her name many remembered about 
her very well and were immediately interested. They 
recalled the fact that when they were children in the 
Primary Department they had had a part in supporting 
her. They recalled that at that time her picture had 
hung on the wall of their room, and they had learned to 
know it well. 

The leader told the group that a letter had come 
from a teacher in the school which Sulochana attended, 
expressing the hope that someone might continue her 
support, as it was needed at that time, and also telling 
something about her dramatic ability. She had also sent 
her picture, which all were interested in seeing. Her 
letter was then read to the group: 


Amer. Mission GIRLS’ SCHOOL, AHMEDNAGAR 
23k 1024 
DEAR SIR: 
I am very glad to write you this letter. I am quite well 
and I hope the same case with you. My examinations will 
take place in the last weak of March. I am studying hard 


140 PROJECTS IN WORLD-FRIENDSHIP 


because I have a great desire to have a chance for the forth 
standard. I would be much pleased if you would kindly con- 
tinue the money for my fees; and I thank you very much for 
helping me in this way. 

I have three sisters and one brother and among them 
I am the eldest one. I have a great wish to help my mother 
for my small family members 
and hope God would help me 
in my work. 

I hope you are going 
well with your Sunday School 
classes. I would like to know 
something more about the 
classes. I have a great wish 
to see all of you. Give my 
kind regards to all your 
family members and friends. 


Tam 
Yours obediently, 


SULOCHANA T. ZADHAV 





SULOCHANA ZADHAV One boy moved that 
for the coming quarter 
their money be used for Sulochana’s support. About six 
seconded the motion. No other interest was suggested, 
and the motion was carried. One suggested having 
a picture of the department taken and sent to her. 
Another thought she might be interested in a picture of 
their building. Another proposed writing letters to her. 
A committee of one from each class was selected, to 
meet the following day, and to plan what the group 
might do. 


Junior HicH ScHoot DEPARTMENT I4I 


The committee met and made its plans. They in- 
cluded two invitations for visitors to come and tell about 
schools such as the one to which Sulochana went. One 
visitor accepted the invitation. The group did other in- 
teresting things during the period of their giving to Sul- 
ochana’s support. 


4. HELPING THE EARTHQUAKE SUFFERERS OF JAPAN 


The decision in regard to this enterprise was made 
about two weeks after the Japanese earthquake. It was 
not strange, therefore, that the desire to help the suffer- 
ers of stricken Japan was spontaneous and almost unani- 
mous. What particular group of people were to be 
helped was to be determined later. 

Contributions were made through weekly envelopes, 
as usual, and the program of information and service 
was suggested by a committee of the young people. 

From week to week that program included such 
items as a description of the earthquake, by one of the 
boys; a visit and a talk from a Japanese young woman; 
a legend about the founding of Japan, a description of 
a Japanese home, a description and demonstration of 
Japanese games, by boys and girls; a presentation of 
school life in Japan, and the story of the founding of the 
Doshisha; a dramatization by ten of the girls depicting 
dormitory life at Kobe College; a visit from a teacher in 
Kobe College who sang and talked. 

In the meanwhile, the members of the department 
brought appropriate articles for a Christmas box, to be 
sent to an institution in a poorer section of one of the 
cities of Japan, and decided also that their contributions 


142 PROJECTS IN WORLD-FRIENDSHIP 


should be used for that same institution. The Christmas 
box was sent, and acknowledged in due time. 

This particular effort gave the opportunity to help 
a certain group of the Japanese people, in a friendly 
way, by Christmas gifts and by financial contributions 
to the upkeep of an important institution. It also af- 
forded the young people a chance to come into contact 
with people from Japan, to enter into a deeper apprecia- 
tion of their customs and ways of living, and thus to 
deepen their sense of friendliness for these people of 
another land. 


5. ENTERING INTO SYMPATHETIC APPRECIATION 
OF GIRL LIFE IN INDIA 
(A project carried out by junior high 
school girls) 


This particular group of junior high school girls was 
in the habit of meeting each Monday afternoon, vary- 
ing its program greatly from time to time. Some of 
them heard of a most interesting story that had come 
within the experience of two people of their own com- 
munity, Rev. and Mrs. Franklin E. Jeffery, formerly 
missionaries in India. It was a true story of a deaf, 
dumb, and blind girl, whom they called the “Indian 
Helen Keller.” The whole story was so interesting and 
touching, and at the same time so dramatic, that the 
girls were eager to spend their Monday afternoons for a 
while dramatizing it. Mr. and Mrs. Jeffery wrote it out 
as a three-act play; the girls spent many weeks working 
on it; later they presented it as an Easter program be- 
fore the church school, at a meeting of a women’s mis- 


Junior HicH ScHoot DEPARTMENT 143 


sionary society, and in a neighboring church at a Sun- 
day-evening service. 

It would have been difficult to find a more effective 
way of bringing these girls into an appreciation of the 
life of an afflicted girl in India. With the help of the 
writers of the play, so capable of interpreting it vividly, 
they entered vitally into the life-experiences of the peo- 
ple of another racial group. The activity was of their 
own choosing, and by it they accomplished what they 
had had in mind at the beginning—and more. The fact 
that during this period they used their church-school 
contributions for the support of a girl in a school in 
India, somewhat like the one to which this Indian Helen 
Keller finally went, was to be expected.. 

This little play, while first given by junior high 
school girls, is equally appropriate for presentation by 
girls a little older. 


THE INDIAN HELEN KELLER! 


CAST OF CHARACTERS: 


DERENATSCHE Wie Seal esl ee oles The so-called Indian 


Helen Keller 
SUBRAMANIAM (meaning Son of 


OUEST E 9 Eh ee eS, le Meenatschi’s Father 
LETSCHUMI (meaning Goddess of 

TLDIIQene haa 3 Wheels Oo Meenatschi’s Mother 
GOVINDAN (name of a Hindu 

PO) wee aes, te eeeevLcenatschi’s* Brother 
SIVAHAMI (feminine of Siva)... .Wife of Brother 





1 Written by Rev. and Mrs. Franklin E. Jeffery. First pre- 
sented at United Church, Oberlin, Ohio. Printed by permission 
of Mrs. Jeffery. 


144 PROJECTS IN WORLD-F'RIENDSHIP 


SEENAMMARL (meaning Sweet 


ONG) Fe oe Re A Younger Sister 
GANGAMMARL (meaning Goddess 
of Ganges /KWwer) aie em ee a: 8 A Brother’s Widow, 


Really a “Slave” to 
the Mother-in-Law 
Mana SEETHA (name of wife of 


Gods Rama) eee eee nee oe Grandmother of Meen- 
; atschi 

GNANATHEBAMGN - yt ee eee A Bible Woman 
KRISHNAN (name of Indian God 

Of HOVE). We ee tet. pie ree me The Bridegroom 
PERUMARL (name of another 

GO) sper tiesest ees a aes The Bridegroom’s Fa- 

ther 

Others of the Bridegroom’s Party 
NAB A OIVAUL VER eae ee: A Brahmin Priest 
A Hoty MAN 


MANY BEGGARS 
GIRLS AS WATER-CARRIERS 
Tue LADY PRINCIPAL OF THE MISSION SCHOOL 
A ViIsITING GENTLEMAN 

[Furniture and properties: An Indian mud stove; an armful of 
dead broken twigs for firewood; several brass water pots; 
a deep vessel in which to pound rice; a pounding pole; some 
cups; a bench or two; cheesecloth of white and of various 
bright colors, for the head and to use in draping the body; 
much jewelry; a marriage shrine or canopy.] 


SCENE I 


\The kitchen in MEENATSCHI’S home. A few oriental water 
vessels, two or three brass or enamel tumblers, brass or 
enamel eating-bowls, arranged along the wall, the mud stove 
in the middle of the stage. Near the door, R., a high mortar 


Juntor Hicu ScHoo,t DEPARTMENT 145 


and a pestle pole for pounding rice are seen. GANGAM- 
MARL, the young childless widow, is seen lazily reclining 
on a bench, dressed in a dingy white cloth, looking for- 
lorn. MEENATSCHI comes in the door, R., looking dishev- 
eled and neglected, and feeling her way cautiously across 
the stage. GANGAMMARL, herself living a life of hopeless 
drudgery, under a nagging mother-in-law, rises to meet 
her, leads her to a corner, and helps her to sit down.] 
Gangammarl [patting her sympathetically]: Poor Mee- 
natschi! How very sad our fate! But your lot is even sadder 
than mine! Though I have to drudge for them all, I have 
my eyes. I can see! I have my ears, and can hear! I can 
talk with my tongue, too—sometimes! 


[Younger sister enters, R.] 


Seenammarl: Gangammarl! Why are you talking? Is a 
widow allowed to talk? Anyway, Meenatschi cannot hear 
you. Why, you even looked happy! Now tell me; what were 
you thinking about? 

Gangammarl: Well, I was feeling so sorry for Mee- 
natschi. Then I happened to think that after all, in compari- 
son with Meenatschi, even I have some blessings for which 
I can thank the gods. 

Seenammarl: Yes, that is quite true. But each of us 
reaps the fruits of his own sins, and his lot is as fate ordered 
it to be. Tell me, what can we do? 


[Enter SIVAHAMI.| 


Stvahami: What work is being done, I want to know! 
Gangammarl, why are you wasting your time? You are 
standing there, chatting, when there is work to be done! 
Know you not that it is time for the rice to be cooking for 
the noon-day meal? Pound that rice, and be sure to wash 
out the stones. Our Father was very angry the other day 
when he almost broke a tooth on a stone which you carelessly 


146 PROJECTS IN WORLD-FRIENDSHIP 


left in the rice. See that you are more careful in the future! 
[MorTHEr enters, R., followed immediately by her son, GOVINDAN, 

who saunters in and drops on his haunches near the stove.| 

Mother [in angry voice to GANGAMMARL]: What! Is not 
the rice cooking yet? [Raps her on the head.| Must I come in 
every day to tell you to put the rice on to cook? See to it 
that you pick out every stone! [She goes to sit down in the 
corner, and finds MEENatscut there.] Who put the accursed 
child here in my corner? [Jerks her roughly, and pushes her 





IN THE HOME OF MEENATSCHI 
(From ‘The Indian Helen Keller,” scene i) 


away. Sits down and begins to wail, swaying her body back 
and forth.| Ai—yay—yo—, ai—yay—yo—! What have I 
done in my former birth to have such a child born to me! 
Ai—yay—yo—! 

[Enter SUBRAMANIAM, THE FATHER, L., and MAHA SEETHA, 

THE GRANDMOTHER, R.] 

Subramaniam: Why, what bitterness is this! 

Mother [still wailing]: Oh! it is more than I can bear! 
Here is this deaf, dumb, and blind child, a burden to my life! 
Why has the god so cursed me! Here she is, seven years old, 
and she ought to have been married before this. Ai—yay— 
yo—! Where shall we look for a bridegroom for her? What 
shall we do? 


JuNIoR HicH ScHooLt DEPARTMENT 147 


Govindan: Why, marry her off, Mother. There is your 
brother, Perumarl. Has he not written that he wants a bride 
for his son? According to our caste, he should accept his 
niece for his son’s bride. He lives so far away over the moun- 
tains that he has never seen her, so he knows nothing about 
her, and we can make all the arrangements at once. 

Subramaniam: That we may do, Govindan. You are a 
clever fellow. The elephant-headed god has surely endowed 
you with cunning. We can make all the arrangements by 
letter. As our Indian brides usually carry themselves so 
modestly and silently, they need know nothing of her de- 
formities till after the marriage is finished. The letter we will 
write at once. 

[Enter GNANATHEBAM, THE BIBLE Woman, L. Placing her 
hands palm to paim in front of her breast, and bowing low, 
she solemnly salutes, first SUBRAMANIAM, and then the 
women. She carries a Bible under her arm.| 
Gnanathebam: The missionary lady has sent me to ask 

if you do not want to send your little blind daughter to the 

boarding-school for the deaf and dumb, in Palamcottah. 

There she would be taught to read raised letters in a book. 

She would learn to talk with her hands, and perhaps speak 

with her mouth! She would be a free scholar, and therefore 

no expense to you. She would also learn to sew, to weave 
mats and make baskets, as well as do all kinds of housework. 

She would come home to you, trained to do many kinds oi 

useful things. She would be very happy there. I hope you 

will let her go! 

Maha Seetha, the Grandmother |approaching GNANATHE- 
BAM, and shaking her cane in disdain]: What! Send a Brah- 
min to a Christian boarding-school? A Brahmin girl to break 
her caste by eating with Christians!! Then indeed would we 
as a family be cursed! Better let her lie in the corner! 

Subramaniam and Govindan [approaching BIBLE Wom- 


148 PROJECTS IN WORLD-FRIENDSHIP 


AN|: Go! Go! Never could we send a Brahmin to a Chris- 
tian boarding-school! Go! [They drive her out of the door, L.| 

Mother {continuing her wail|: Ai—yay—yo—! Does she 
think that we high-caste Brahmins are but outcaste Pariahs! 
If our Brahmin neighbors should know that a child of ours 
was eating with Christians, they would fine us and drive us 
from the Brahmin street! 

[They all retire in-a straggling way, through door, R., except 
MEENATSCHI and GANGAMMARL. MEENATSCHI starts 
feeling her way toward the door.] 

Gangammarl [laying a helping hand on MEENATSCHI]: 
Poor Meenatschi! Why has our fate so cursed us? What 
great sin did we commit in our former birth? [Stretching her 
arms toward the heavens.| May the gods make our burdens 
lighter! [To MEENatscut:] I wish you could go and live in 
that happy Mission School! What is this wall of caste and 
custom that stands between us and a happy life? 


ScENE II 


[A room in MEENATSCHI’S home. The wedding feast is being 
prepared behind the scenes, through door, R. Girls carry- 
ing waterpots come out of the door and start across the 
stage toward the door, L. The wedding guests are standing 
and sitting on the stage. Among them 1s the GRAND- 
MOTHER, who is moving about, gossiping.] 

Maha Seetha {calling to the girls as they appear]: How 
many measures of rice are they cooking? 

First water girl: Fifty. That will feed about two hun- 
dred guests. That will be enough for all our friends and rela- 
tives living near. And they say that the bridegroom’s party 
will not number many, as he lives so far away. 

Maha Seetha: Tell them to be sure to have enough to 
feed all the beggars too. I see a lot of them sitting out on the 
street, and they are noisy enough! They are always hungry! 


Juntor HicH SCHOOL DEPARTMENT 149 


[AstDE:] Feeding beggars is the way to gain merit for us 
when we die. It is a good virtue that blots out many sins. 
[BeccarRs are heard behind the scenes through door at L.] 

First beggar: Oh, most charitable mother! Give to my 
hunger. Give charity. 

Second beggar [shouting out the name of his god in a 
chanting tone]: Hara! Haroo!—Hara! Hara-a-a-a-a! 

Third beggar [a holy man, well dressed, and bravely stand- 
ing inside the door, L., chanting and holding out has begging 
bowl]: 

To him who giveth to the poor, 
Eternal salvation is sure. 


[This Hoty Man stands just inside the door, L., until the close 
of the second scene, and chants at frequent tntervals, or 
every time any one passes him.| 

[All Beccars during pauses in stage conversation may call out 
and ding gongs and rattle their begging bowls, sitting be- 
hind the scenes.| 
First water girl: Count on a wedding to draw a crowd 

of beggars. Hungry as flies and as sticky! 

Maha Seetha: How many kinds of curry are they getting 
ready? 

First water girl: They have pumpkin, eggplant, bana- 
nas, drumstick, peekin-kai, all seasoned with spices of all 
kinds. And there are stacks of red peppers. There is a red 
pepper for every guest, and sauce made from the richest but- 
ter of the buffalo cow; and such chutney!!! Um—! But ’m 
hungry! There will be enough, I can tell you! 

Maha Seetha: Very good. The bridegroom’s party must 
be well fed. The groom’s father is a trustee in a big Sivan 
temple, and they do say that he has put into his private ac- 
count so much of the temple treasures that he has become 
very rich and has plenty to eat in his own house. [A side:] 


150 PROJECTS IN WORLD-FRIENDSHIP 


Besides, a full meal will close his eyes to the physical defects 
of the bride! 

Mother {at door|: Hurry, girls, with that water! 

Maha Seetha: Be off! Get that water and don’t stand 
at the well gossiping. The cooking must be done before the 
guests arrive! 

[The WATER’ GIRLS move as though starting; then stop and 
begin to gossip.| 

First girl: My father is arranging for my marriage to 
take place at the time of the next new moon. I do not know 
who the bridegroom is to be. I hope that he will not be an 
old man and that he will not beat me! 

Second water girl: I passed fifth grade in the Mission 
School, but what good did it do me! They married me to a 
half-wit who does not even know how to sign his name! I 
was married to him because his father was a rich farmer! 

Third water girl: I was married to a student as hand- 
some as Krishna, the god of love. He is very kind to me and 
gives me sweet meats and rock candy every time he comes 
home from school. He is studying in the Christian College 
and is teaching me English too! He is going to be a big gov- 
ernment officer under the English. He will get very rich and 
give me nice silk clothes and many jewels. 

Fourth water girl: My, but you must have been married 
under a lucky star! Did the astrologer fix the date of your 
wedding? 

Third girl: Yes, indeed! The astrologer is very wise. He 
knows everything about the stars in the heavens and their 
effect on us. Moreover, the fates have been kind. 

Maha Seetha {discovering that they have not gone, sternly]: 
Hurry up with that water. Did I not tell you not to stand 
gossiping? The bridegroom’s party is coming through the 
jungle path even now! 


Junior HicH ScHooLt DEPARTMENT 151 


[Girls pass through door, L., on the way to the well. BEGGARS 
clamor again until girls in a moment return from the well. 
Pot filled with water is carried back, resting on the left 
hip. Each girl leans over as though the pot were heavy and 
swings the right arm back and forth as she passes through 
the door R. MAHA SEETHA goes and peeps out the 
door L.| 


Maha Seetha {limping back excttedly|: The bridegroom’s 
party has arrived. Let all come quickly and make honorable 
salute to the father and to all. 


[All gather in the middle of the stage to meet the bridegroom’s 
party, who enter through door L. Bride’s father, SUBRA- 
MANIAM, steps forward. Each party salutes with extreme 
dignity, placing palms of both hands together in front of 
chest and bowing low.} 


Subramaniam: That you have arrived safely is a matter 
of great pleasure. Are all quite well? 

Perumarl: We have had a long journey, but have come 
through safely, by your prayers and the god’s help. By the 
jungle path over the mountains we saw only one tiger. It 
leaped over the path and disappeared among the thorn bush- 
es. We saw the carcass of the calf it had killed. The tiger 
had eaten heavily of its flesh and was not hungry, so did not 
attack us, and we came through safely. 

Govindan: You were not molested by robbers on the way, 
were you? 

Krishnan: No. We traveled by day only. We were 
warned, because it was the dark of the moon, not to travel 
by night. The villagers told us that thieves had been robbing 
travelers nightly along the way. As we had jewels with us 
we thought it wise to travel by day only. 

Perumarl: Are all things ready for the wedding, sir? 

Subramaniam: Yes. Allis ready here. I trust you have 


152 PROJECTS IN WORLD-FRIENDSHIP 


brought the T/alz,* the bride’s silk wedding cloth, the dowry 

of jewels, and the cash as agreed upon by letter. 

Perumarl: I have brought all but the rupees 1,000. Only 
after the festival to Letschumi, the goddess of riches, will I 
be able to give you that amount. I will send the rupees 1,000 
then only. I hope that will satisfy you. 

Subramaniam [with warmth]: By no means! Without 
the cash nothing shall be done. 

Perumarl: Then you counsel that we postpone the mar- 
riage to a later date, do you? 

Subramaniam: No! No! I have had great expense pre- 
paring this feast. Delay would cause me great loss. The 
guests are all here. Make an immediate payment in some 
way. 

Perumarl {consulting BRIDEGROOM]: I will give you a 
promissory note for the rupees 1,000. Will that satisfy you? 

Subramaniam: Yes, if you put the rate of interest at 
25 per cent! Otherwise I must have the cash at once. 

Perumarl: Very well. [Writes and gives note.| I hand you 
a note for rupees 1,000 at 25 per cent. Let the marriage pro- 
ceed. 

Letschumi |appearing at door R.|: The bridal party must 
be very hungry after the long journey. Let our friends come 
out now and refresh themselves with food. 

[All retire through door R. BEGGARS smell the food and make 
another outcry as before. The bridal shrine ts brought in 
through door L., and placed in the middle of the stage. 
Bearers retire. Then from door L., decked in bridal array, 
wearing garlands of flowers and jewels, the blind girl, who 
has strayed, creeps into the room. She stops, stands in pa- 
thetic hesitation, runs her fingers up and down over her 
dress, handles her garlands wondering at their meaning, 
smells the flowers, and looks bewildered. She moves cau- 


* The bride’s neck jewel used in place of our wedding ring. 


Junior HicH ScHoo, DEPARTMENT 153 


ttously across the floor until she stumbles against the shrine. 

She stops amazed, and deftly begins to examine it all over. 

She passes her hands inside to see if there is an idol there. 

It ts built like an idol car. StvAHAMI, who has been hunt- 

ing for her, rushes excitedly from door L.] 

Sivahami: Where can that dumb creature have gone? 
Ah! Here she is! [Sezzes her.] Come out of here, you crazy! 
Hurry, before the crowd arrives. 

[She drags her through door L. At the same moment the com- 
pany enters door R., bringing the BRIDEGROOM decked 
with flowers also. The BRAHMIN Priest leads the way. 
The BRIDEGROOM takes a seat on the floor inside the shrine, 
and the Priest sits beside him on the outside. SUBRA- 
MANIAM places a garland on the Priest’s neck and lays 
a platter of fruits, a cocoanut and a bag of rice, in front 
of him.| 
Priest: Subramaniam Iyer, I, the priest from the Sivan 

Temple in the city of Palamcottah, command that twigs for 
the sacred fire be brought, that incense may be burned. Bring 
melted butter to pour over the wood to make the flames 
leap to heaven. Bring also the offerings, and we will worship 
the god of fortune and proceed with the marriage. I, the 
priest, so command! 

Subramaniam: Very well, sir. 

[From the hands of Govindan he receives the large platter con- 
taining the things demanded, and places them before the 
Priest. The Priest, while chanting in an unknown 
tongue, makes a pyramid of the twigs, campfire-girl style, 
and pours from the small brass pot the melted butter. He 
continues his droning chant, placing the palms of his hands 
together before his chest, repeatedly bowing in worship. 
His chant is: ““Non—Na—Na—Non—Na—Na—Nay,”’ 
elc., etc., with a final bowing in worship.| 
Priest: Allis in readiness. Now bring in the bride, place 


154 PROJECTS IN WORLD-FRIENDSHIP 


her beside her lord inside the shrine, and the marriage cere- 

mony will proceed. 

[The bride’s mother calls the bridesmaids and they bring from 
door R. the gaily decked bride. She stumbles, which the 
bridegroom’s father observes. She is placed in the shrine 
with difficulty.| 
Perumarl: Why does the bride stumble? Is she blind? 
Bride’s peopletogether: No! No! Sheis allright. Only a 

little frightened. 





THE PRIEST HANDING THE SACRED ASHES TO 
MEENATSCHI 
(From ‘The Indian Helen Keller,” scene ii) 


Perumarl: Why does she keep her eyes shut? 
Letschumi: Like all our brides she is very modest. 
Priest [handing sacred ashes to Mrrnatscui]: Here, 
Meenatschi, take in your hand these sacred ashes. Rub them 
on your forehead. [No response.] Do you hear? Take this 
charm. It will cause you to be blessed with sons. It will 
preserve you from cholera, small-pox, and sore eyes. 
[MEENATSCHI, witerly indifferent, sits feeling her jewels.] 
Perumarl: She does not seem to hear! [Leaning forward 
and looking at MEENATSCHI suspiciously.| What means this? 
Subramaniam [very nervously]: Nothing! Nothing! She 
always has been very shy. Let the ceremony proceed. 


JuNntIork Hicu ScHooL DEPARTMENT 155 


Perumarl [becoming very suspicious, and stepping closer, 
the better to observe]: Hey! Meenatschi! Meenatschi!! I say, 
Meenatschi!!! She does not even open her eyes! Nor will she 
speak!! MEENATSCHI!! Why, the child must be deaf!! 
Still she does not open her eyes! Subramaniam Iyer, what 
does this mean? Explain this thing! I demand it! 

Bridegroom [crawling out of the shrine, excitedly|: I will 
not marry this girl. If she is not blind, let her come out and 
open her eyes. She is blind!! I say BLIND! 

Perumarl: Yes, and deaf and dumb too! [Going close to 
MEENATSCHI, who still sits toying with her flowers and jewels.] 
Meenatschi! Ho! Meenatschi!! Why, she is as deaf asa 
stone pillar! [Stands back and looks at her with coniempt.| 
BLIND and DEAF—and DUMB! Subramaniam Iyer, 
what trick is this you seek to play on me? You are a donkey 
and the son of a donkey! You are the son of a Pariah woman! 
See the trouble and expense I have had! Did you think to 
deceive me? May the gods blast your crops! May they send 
rinderpest among your cattle! May every child born into 
your home be a girl—and blind!! [Turning to his party, driv- 
ing them before him:] Away from this house of Pariahs. 
Away, I say! Begone! Begone! 

[Exit L. raging as they go, while the BEGGARS, thinking the 
affair is over, clamor as before. There is confusion in 
MEENATSCHI’S house. FATHER excitedly drags MEE- 
NATSCHI from the shrine.] 

Subramaniam [calling to the women]: Here, strip this 
donkey of her silks and jewels. I will rid the place of her by 
giving her to the Mission House. 

[Women take her and disappear through door R. BEGGARS 
break out and clamor again until MEENATSCHI 1s brought 
back. FATHER seizes her roughly and drags her out through 
door L.| 


156 PROJECTS IN WORLD-FRIENDSHIP 


Sivahami: Will they of the Mission House receive such a 
helpless creature? 

Letschumi: I fear me they will not. Why should stran- 
gers from a foreign land care to take the burden of rearing 
deaf, dumb, and blind girls? It must be that those white 
women in the Mission House, who can’t even get married, 
have committéd a great sin in some former birth and are now 
doing penance in the hope of being born as Brahmins in their 
next birth! 

Govindan: What does a woman know? They will take 
her all right. Why, they have over a hundred deaf and dumb 
boys and girls in that school, and they have another school 
for the blind near by. I have seen them. They are teach- 
ing the dumb people to speak, and the blind to read and 
sew and weave. I saw a blind girl in that school writing 
letters with a funny machine.—But they all become Chris- 
tians! 
Letschumi: Ai—yay—yo—! She too will become a 
Christian and eat their food! Oh—! Oh—! She will break her 
caste.—But what is that to us now! Is she not dead to us? 
Our difficulty is ended if she does not return! 


[Re-enter FATHER, door L.] 


All {in concert]: Did they receive her? 

Subramaniam: Receive her! They acted like insane peo- 
ple, they were so glad to have her. It is because she is a 
Brahmin girl, I suppose. Never mind. She is dead to us now. 
Call those who wail. We must at once conduct the ceremony. 
Come on! Come on! 


[All pass through door R., and the death wail begins behind the 
scenes. Wailing may continue at intervals until the next 
scene is ready. Wailing consists in chanting all at the 
same time and confusedly: “Ai—yay—yo—!” This 1s 
done repeatedly in loud and continuous wails.| 


Junior HicH ScHooLt DEPARTMENT 157 


SCENE III 


[The assembly room of the Mission Boarding School for the Deaf 
and Dumb. Furniture: two chairs and a small table. En- 
ter, door L., LADY PRINCIPAL and VISITING ENGLISH 
GENTLEMAN.| 
Principal: This is our Sunday-school room. I think you 

will be interested to see how our dumb children conduct their 

services. Some of our one hundred pupils are to come in here 
ina moment. Will you sit while we await their arrival? 

Visitor: Thank you. [Both sit.| When I was here some 
years ago you had just received a blind and deaf girl whom 
you had named “‘Helen Keller.”” What has become of her? 

Principal: Oh! She is still with us. She is the most 
sunny creature in the school. We have named her the ‘Sun 
Beam.” She is always going about in her cheery way trying 
to make others happy. She is quite a favorite. 

Visitor: I shall be very glad to see her again. Did you 
succeed in teaching her to speak English? 

Principal: As you seem to remember, we did begin to 
teach her, and she learned to repeat a few verses with under- 
standing. But our other work was so exacting that we had 
to drop it. You see, she must use the finger language with 
the other pupils who do not know English, and we can get 
on faster with Helen by using the finger language too. She 
is very bright in the use of her fingers in speech. 


[The school bell rings.| 


Principal: Here come the children now. We will begin 
the service at once. 

[Pupils enter door R., marching two by two, “HELEN KELLER” 
and her mate leading the way. All form in rows and then 
drop on their knees in silent prayer. Then all sit cross- 
legged on the floor. PRINCIPAL rises and stands as leader, 
and the recitation of the Twenty-third Psalm 1s presented 


158 PROJECTS IN WORLD-FRIENDSHIP 


by the use of hand signs The LADY PRINCIPAL not only 
leads by using the hand signs, but repeats the Psalm ver- 
bally, so that the Visttor may understand. HELEN gets 
her cue by keeping her left hand on her mate’s right elbow. 
She goes through the entire manual of signs, along with the 
yest, using only her right hand. At the close, the PRINCIPAL 
indicates by a gesture that the class is dismissed; the pupils 





THE OPENING PRAYER 
(From “The Indian Helen Keller,” scene iii) 


rise and begin to talk with one another in groups, by hand 

signs, while the PRINCIPAL turns to the VISITOR. ] 

Principal: You see that our service, though silent, is 
just as impressive and devout as that of normal children. 

Visitor: Yes, and it is very interesting also. Would you 
allow me to see more of “Helen Keller’? I would like to see 
how much she knows. 

Principal: Yes, I am proud to show her off. She is very 
independent. She goes about, all over the place. She knows 


« “The Lord” may be suggested by extending the right hand 
high, with the index finger pointing upward; “my,” by placing the 
hand upon the chest; ‘‘shepherd,” by raising the right hand high 
with the finger crooked, and letting the left hand grasp the right 
wrist; etc. 


Juntor HicH ScHooL DEPARTMENT 159 


every door and every room. She knows each girl by name, 

and can recognize them in strange ways too. She seems to 

have a kind of clairvoyant power, so that she can read the 
minds of those who are with her, and anticipate what they 
are saying. Because of her limitations, she must have de- 
veloped a supersense, so that she has a power to project her 
mind almost as though she had eyes! I will call her, and you 
will see. [She goes and brings in “HELEN.” | 

Visitor: I have a growing interest to know haw she does 
it. Let me give her a test or two. May I have a few of those 
dumb girls stand here in a row, and Helen shall pass down 
the line and give me the name of each girl. Can she do it? 

Principal: We shall try her. 

[The PRINCIPAL takes “HELEN’S” hand, and makes some signs 
in it. The girls stand in a row, with backs to ihe audience. 
HELEN passes down the line, and places her hand on top 
of each girl’s head, at once smiles and signals back, with her 
right hand, each girl’s name: “SUSANNA”; “She says 
SusANNA”; “Mary”; “She says Mary”; “PACKIAM” ; 
“She says PACKIAM”; “ANNARL”; “She says ANNARL”’; 
‘NSTHER”; “She says ESTHER”; “SANDOSHAM”; “She 
says SANDOSHAM”’; “MUTHAMMARL”’; “She says MutTH- 
AMMARL.”’| 


Visitor: Well, well! She is certainly passing the test with 
honor. Now I am going to play a trick on her. [Speaking to 
.Princrpat:] You kneel down, no higher than a child, and 
I will make “Helen” touch only your head, and see if she 
discovers who you are. 

{The PRINCIPAL kneels. The Visitor leads “HELEN” up, and 
places her hand on the Principaw’s head. She stands con- 
fused and hesitates. Then with a burst of laughter she 
signals with her fingers: “Oh, you can’t fool me; uw ts 
youl’ | 


160 PROJECTS IN WORLD-FRIENDSHIP 


Visitor: This is really a very delightful game! Here, I 
will give her my hand, and we shall see what she will say. 
[She takes the Visttor’s hand, and at first seems modestly 

startled. The PRINCIPAL asks, through HELEN’S hand, 

‘Who is it?” HELEN answers: “It is a man.’’| 

Visitor: Now may I hear Helen talk some? 

(The PRINCIPAL asks, by hand signs: “Helen, repeat an Eng- 
lish Bible verse.’’| 

Helen [ falteringly}: “‘God is love.” 

Principal (using hand signs|: Repeat another verse. 

Helen: ‘Jesus said, the blind receive their sight, the 
lame walk, the lepers are cleansed, the deaf hear, the dead are 
raised up, and the poor have the gospel preached unto them.” 

Principal: Now, Helen, tell me who I am. 

(HELEN, with understanding love, throws herself into the 

PRINCIPAL’S arms.| 

Helen: My Mother! 


[The end.| 


CHAPTER IX 


PROJECTS IN THE SENIOR HIGH 
SCHOOL DEPARTMENT 


Young people of the senior high school age should 
need comparatively little guidance in determining their 
friendship interests, formulating their programs of serv- 
ice or activity, and carrying them to completion. In 
this chapter will be given nothing more than brief de- 
scriptions of a few enterprises of young people of this 
age. 

I. THE RELIEF OF GERMAN CHILDREN 

At a meeting of the department council, various 
causes were discussed that were thought to be worthy 
of the active support of the young people. The council 
finally decided upon two causes to be submitted to the 
entire group, so that if they chose they might select one 
of the two as the object of their friendly service. These 
two were: ‘The Relief of Starving German Children”’; 
“Christian Work among the Foreigners at Ellis Island.” 

At the next meeting of the department the president 
gave the council’s report, asking that they choose one 
of the suggested interests, and stating briefly what the 
council had considered the principal arguments for 
each. When the vote was taken, about two-thirds of 
the group voted in favor of ‘‘German Relief.” That 
vote included the giving of their weekly offerings to this 


161 


162 PROJECTS IN WORLD-FRIENDSHIP 


cause, and also an effort in some way to enter into a 
deeper appreciation of the plight of those to whom they 
were giving their assistance. 

The council’s committee therefore met and out- 
lined a number of talks and reports to be given by 
assigned members of the group on certain Sunday 
mornings. These included: (1) ‘““‘Why Should We Help 
Children of the Germans, Our Former Enemies?” 
(2) “The Condition of the German Children”; (3) ‘““The 
Organized Relief Work”’; (4) “Helping the Starving Ger- 
man Children, and Its Relation to World-Friendship.” 

Mimeographed sheets, outlining the program of the 
group for a specified time, included these elements 
among others. Each member of the department re- 
ceived one of these sheets. The young people carried 
out their program, and during a three months’ period 
they made their contributions to this cause through 
their regular church-school envelopes. 


2. AN EFFORT TO DISCOVER WHAT THE MISSIONARY AND 
BENEVOLENCE INTERESTS OF THE CHURCH ARE, 
AND TO HELP IN MAINTAINING THEM 


At the beginning of a new year’s work in the 
autumn, the council of the senior high school depart- 
ment considered the matter of benevolences and service 
activities for the year. The suggestion was made that 
although they were free to use their contributions for 
any cause upon which they might decide, it might be 
well to have them used for a year for the general benevo- 
lences with which their church and denomination were 
concerned; and since they all agreed that they knew 


SENIOR HicH ScHooLt DEPARTMENT 163 


very little about these varied interests, it was also sug- 
gested that a consistent effort be made during the year 
to inform themselves about these causes. It was finally 
decided that this plan would be brought before the 
entire group for approval or disapproval. 

At the annual banquet of the department, held early 
in the year, one of the members of the council presented 
this plan as a suggestion. It was adopted by vote. 
During that entire year, therefore, these young people’s 
contributions were added to the other church benev- 
olences by the treasurer. And in accordance with the 
plan upon which they had agreed, a four minutes’ talk 
was included in the opening service of worship each 
Sunday morning on such topics as ‘What Our Church 
Is Doing in the Mountains of the South”; “What Our 
Church Is Doing in Turkey”; ‘‘What Our Church Is 
Doing in Czechoslovakia” ; “What Our Church Is Doing 
on the Western Frontier”; “What Our Church Is Doing 
in Micronesia”; “What Our Church Is Doing among 
the Orientals on the Coast”; etc., etc. The young people 
themselves secured their information and made the 
talks. Sometimes they came to the leader for mate- 
rial. Sometimes they searched through denominational 
papers and magazines, independently. The same one 
was not called upon for more than one report during the 
year. Thirty or thirty-five brief discussions on such 
topics, presented in different ways by different young 
people, could not fail to give a fairly satisfactory bird’s- 
eye view of the outside interests of the church. Thus 
to a considerable degree, at least, the purpose of the 
project was accomplished. 


164 PROJECTS IN WORLD-F'RIENDSHIP 


During the course of the year some of the classes 
became especially interested in certain enterprises, 
and undertook to do specific pieces of service for them. 
A class of Senior girls, for example, became interested 
in one of the church’s schools in China, the Lydia Lord 
Davis School for Girls, and met once a week for some 
time to sew for the hospital of that school. Toward the 
latter part of the year the articles were sent as a gift of 
friendship. 


3. UNDERSTANDING OUR JAPANESE FRIENDS 


In the fall of 1923, immediately after the earth- 
quake in Japan, the interest of young and old alike 
was centered upon that 
country and the Japanese 
people. This is sufficient 
to account for the fact that 
the department agreed 
without dissenting vote to 
turn their attention to- 
ward this people for a pe- 
riod of about three months, 
during which time they 
might be of some help in 
Japan’s hour of need, and 





DISPLAYING THEIR HANDI- : : 
WORK might also inform them- 


(Senior high school girls with gifts for selves more definitely about 


a Chinese girls’ school) 


the life of that people. 
Upon the recommendation of a committee appoint- 

ed for that purpose, the group decided to make a study 

of William Axling’s book, Japan on the Upward Trail. 


SENIOR HicH ScHooL DEPARTMENT 165 


On eight succeeding Sundays different members of the 
department reviewed the chapters of that book. By 
means of their regular gifts each week, the young people 
were able to make a substantial contribution to help 
maintain an important Christian work of social welfare 
for their young friends of Japan. 


4. NEW AMERICANS: OUR FOREIGN FRIENDS 
AT ELLIS ISLAND 

The high-school group voted"to become better ac- 
quainted with the children of Ellis Island, and to give 
them their friendly help. They had already considered 
this as a possible interest during the preceding year, but 
had turned from it in favor of another cause. As they 
considered various interests again in the autumn, how- 
ever, Ellis Island, where so many nationalities make 
their first contact with America, seemed to make a 
strong appeal to them. 

Upon investigation, the committee found that their 
own church had a part in maintaining a school and 
kindergarten for the children at the island, and the 
suggestion that it would be interesting to send gifts 
to that school, and as much money as possible to the 
church’s agency that is responsible for the upkeep of 
the school, met with general favor. During a three 
months’ period, therefore, the young people applied 
their church-school offerings to this cause, having their 
contribution envelopes stamped so that they read (in 
part): ; 

This offering, by vote of the department, 
is to help our friends of 
Eis ISLAND 


166 PROJECTS IN WORLD-FRIENDSHIP 


The committee then planned an appropriate program 
of talks and other items for almost every Sunday morn- 
ing of the quarter, about four or five minutes being 
allowed for this purpose at each session. This schedule, 
with other items relating to the Sunday-morning pro- 
gram, was mimeographed and distributed to all the 
members of the department. It included: 


Talk: “What Is Ellis Island?” 
Talk: “Our Present Immigration Laws” 
Talk: ‘Religious and Social Work at Ellis Island” 
. Talk: “Everyday Life at Ellis Island” 
Talk: ‘The Kindergarten’’ 
Talk: “The School” | 
. Bringing gifts for a Thanksgiving box to be sent to the 
Ellis Island school and kindergarten 
. Report of the Thanksgiving Box Committee 
9. Stereopticon views of Ellis Island (to cover a more ex- 
tended time than that usually allowed for the friendship 
interest) 
10.) balk: =‘Back*Homeorito the States?” 
11. Talk: ““What Happens after Reaching the States?” 
12. Description (the Sunday before Christmas): ‘A Christ- 
mas at Ellis Island” 


TAN PWN A 


ioe) 


The program was carried on entirely by the young 
people themselves, with the exception of the explanation 
of the stereopticon slides; that was done by an adult in- 
vited to come in for that purpose. Some of the pupils 
found material for their topics at the library. Some 
secured their information from leaflets and pamphlets 
which the leader had obtained from the denominational 
society carrying on work at Ellis Island. 


SENIOR HicH ScHoot DEPARTMENT 167 


In preparation for the Thanksgiving box, some of 
the classes met a number of times on week days to make 
scrapbooks or other articles appropriate to send. These 
meetings were semisocial occasions, affording oppor- 
tunity for service activities also. 

By the end of the quarter the young people had 
helped their new friends of Ellis Island with gifts of 
money for their school, and with other gifts as well; 
they had also entered into an appreciative understand- 
ing of the meaning of Ellis Island to so many hundreds 
and thousands of the human family. In so doing they 
accomplished the purpose they had had in mind, and 
thus completed their project. Their service, their 
money gifts, and their study and discussion had all 
contributed to this single and important end. 


READING SUGGESTIONS 


I. THE PROJECT PRINCIPLE 

Branom, MENDEL E., The Project Method in Education. 
Richard G. Badger, roro. 

CoE, GEORGE A., Law and Freedom in the School. Univer- 
sity of Chicago Press, 1924. 

McMurry, Cuartes A., Teaching by Projects. Macmillan 
Corz020. 

SHAVER, ERwIN L., The Project Principle in Religious Edu- 
cation. University of Chicago Press, 1924. 

STEVENSON, JOHN A., The Project Method of Teaching. Mac- 
millan Co., 1921. 

WINCHESTER, B. S., “The Project Method and Life,” 
in the Church School, February, 1924. 


TI. SOURCES OF INFORMATION AND'STORIES ON OTHER 
LANDS AND PEOPLES! 


*ANDREWS, JANE, Each and All. Ginn & Co., 1885. 








nf , Len Boys. Ginn & Co., 1885. 
53 , Lhe Seven Litile Sisters. Ginn & Co., 1887. 
*Durton, M. B., In Field and Pasture. American Book Co., 


1905. | 

*HALL, KATHERINE S., Children at Play in Many Lands. 
Missionary Education Movement, 1912. 

*SHAW, E. R., Big People and Little People of Other Lands. 
American Book Co., 1900. 

*Around the World, edited by CLARENCE F. CARROLL. Silver, 
Burdett & Co. (Six volumes, prepared for pupils of dif- 
ferent ages, and portraying life in different countries.) 


* Books marked with * are appropriate for children to read. 
168 


READING SUGGESTIONS 169 


*Geographical and Industrial Studies, NELLIE B. ALLEN. 
Ginn & Co. (Six volumes: the United States; Asia; 
South America; North America ; the new Europe; and 
Africa, Australia, and the islands of the Pacific. Suit- 
able for pupils of the upper elementary and high-school 
years.) 

*“The Little Cousin Series,” by Vartous AuTHORs. Page 
Co. (Fifty-four volumes portraying child life in as 
many different countries.) 

*Tittle People Everywhere Series,” Erra B. McDonatp 
AND JULIA DALRYMPLE. Little, Brown & Co. (Four- 
teen volumes on subjects such as “Manual in Mexico,” 
“Chandra in India,” “Donald in Scotland,” etc. Suit- 
able for children about ten to thirteen years of age.) 

*“Twin Series of Supplementary Readers,” Lucy Frrcu 
PERKINS. Houghton Mifflin Co. (Fifteen volumes on 
subjects such as “The Eskimo Twins,” “The Filipino 
Twins,” etc.) 

Children from Many Lands, a folio of ten decorative pictures 
with verses, describing children of various countries, 
published by the National Council for Prevention of 
War, Washington, D.C. 

*Here and There Stories, published ten times a year by the 
Missionary Education Department, Congregational 
Education Society, Boston. 

Magazines (not regarded as missionary), such as Asia, the 
Geographical J ournal, the National Geographic M aga- 
ine, etc, 

Missionary Magazines, such as *Everyland, the International 
Review of Missions, the M isstonary Review of the W orld, 
the Moslem World, and the various denominational 
missionary magazines. 

Primary Picture-Stories on such themes as ‘‘Homes around 
the World,” “India,” “Japan,” “Young Americans,”’ 


170 PROJECTS IN WoORLD-FRIENDSHIP 


etc. Published by the Missionary Education Move- 
ment of the United States and Canada. (Each series 
includes a booklet of six stories, together with six 
large pictures.) 

Textbooks on a great variety of subjects, published by, or 
in co-operation with, the Missionary Education Move- 
ment of the United States and Canada. 

HartMAN, GERTRUDE, The Child and His School. [yd ee 
Dutton & Co., 1922, pp. 214-48. (An extensive bibliog- 
raphy, dealing with life in practically every country 
of the world.) 


III. PROGRAMS AND COURSES EMPHASIZING THE IDEA 
OF WORLD-FRIENDSHIP 


ARCHER, J. C., China in the Local Parish. Missionary Edu- 
cation Movement of the United States and Canada, 
1924. 

DE BARDELEBEN, Mary, Better Americans, Number Two. 
Missionary Education Movement of the United States 
and Canada, 1924. 

Limovze, ARTHUR H., Into All the World. Board of Christian 
Education of the Presbyterian Church in the U.S.A., 
1924. 

MANUEL, Joyce C., Better Americans. Missionary Educa- 
tion Movement of the United States and Canada, 
1923. (For the Junior age.) 

, The Junior Citizen. Pilgrim Press, 1922. 

PERKINS, JEANNETTE E., AND DANIELSON, FRANCES W., 
The Mayflower Program Book. Pilgrim Press, 1920. 

, The Second Year Mayflower Program Book. Pilgrim 
Press, 1922. 

PERKINS, JEANNETTE E., The Knights of Anytown. Pilgrim 
Press, 1923. 








READING SUGGESTIONS ceage 


PERKINS, JEANNETTE E., The Rest of the Family. Pilgrim 
Press,? 1923. 

WuitLey, Mary T., Boys and Girls in Other Lands. Ab- 
ingdon Press, 1924. (Prepared for fourth-grade chil- 
dren.) 


IV. PRINCIPLES AND METHODS 


BEARD, FREDERICA, Graded Missionary Education in the 
Church School. Griffith & Rowland Press, 1917. 

Cope, Henry F., Principles of Christian Service. Judson 
Press, 1921. 

DIFFENDORFER, RALPH E., Missionary Education in Home 
and School. Abingdon Press, 1917. 

Hutcuins, W. N., Graded Social Service for the Sunday 
School. University of Chicago Press, 1914. 

LoBINGIER, J. L., World-Friendship through the Church 
School. University of Chicago Press, 1923. 

LOVELAND, GILBERT, Training World Christians. Method- 
ist Book Concern, 1921. 

MILLER, EvizABETH E. (ELIZABETH MILLER LOBINGIER), 
Dramatization in the Church School. University of 
Chicago Press, 1923. 

TRALLE, Henry E., Story-telling Lessons. Judson Press, 
1921. 

WEIGLE, L. A., The Training of Children in the Christian 
Family, chap. xi. Pilgrim Press, 1922. 


™The four books last mentioned are prepared for use with 
pupils of the primary age. 


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INDEX 


Activity, pupil, 16-17, 19, 20, 
35-36 

Adams, Miss Alice, 111 

Aims in project, 34-35 

Alaska, 131 

American Indians, 30, 86-97, 
106, Ii8-23, 131 

American Missionary Associa- 
tion, 84, 102, 122 

Apportionments, 10-11 

Armenia, 99, 108 

Attention, 14, 51 

Attitude of friendliness, 2-4, 6, 
18, 33, 49, 45 


Box, a, sent, 89-03, 111-12, 
oo ply i -A2) OA 07 


Charts, 17, 54; 78, 87, 89-90, 
94, 107, 114, 118, 120, 139 

China, 99, 124, 164 

Church school, 5, 20, 22-23, 
41-48 

Church service, children and 
the, 46-47 

City slums, 124 

Collecting materials, 52 

Committees, 16, 100-101, r11—- 
Po LA, tL 7y 24-28) 132, 
140-41, 161-62, 166 

Correlation, 34-35, 37-38. See 
also Unifying the program 

Courses of study, 5-6, 44 

(S0ri0s, 17,121 


Decisions. See Self-determina- 
tion 

Development of pupil, 7-11, 
35-36 

Dooley, Mr., quoted, 18 


Dramatization, 17, 53-54, 61- 
02;).72,e8O2-7, 9120, L2e=o8: 
220-37 0130-35,.5141-00 


Educational method, 1-6, 8, 10 

Ellis Island, 161, 165-67 

Envelopes for offering, 99-100, 
IO90-10, 141, 162, 165 

Experience, enlarging, 33 

Exploitation, 8-9 

Expression, 6, 11-12, 16-17, 
19-21, 31-32, 30 

Iextended Sunday session, 46 

Extent of project, 24-27 


Friendliness, spirit of, 2-4, 6 


German children, the starving, 
131, 161-62 

Giving, 9, 17, 19-20, 22-24, 98, 
L1O; 147, 143, 205, 167 

Glory Kindergarten, 61-65, 70- 
71, 74-76, 79 

Group activity, vaiue of, 38 

Guidance, adult. See Leader- 
ship, adult 


Habit, 18, 40 
Hakuaikwai. 
Institute 


See Loving-All 


“Ay i) 


176 


Hospital, a local, 108, 124-31 

House of Friendship,” ‘The, 
94-97 

“How Dreams Come True,” 
103-7 

“How Sis and Johnnie Helped 
the Sunday-School Man,” 
81-84 

Husted, Miss, 76, 78, 118 


India, 139-60 

Indian Helen Keller,” ‘The, 
142-60 

Indians, American. See Ameri- 
can Indians 

Interest, 129 47-10,021; 25, 37 


Japan, 55-79, 107-18, 141-42, 
164-65 

Jeffery, Rev. and Mrs. F. E., 
142-43 

Junior-department projects, 98- 
123 

Junior high school department 
projects, 124-60 


Knowledge, 17-19, 21, 33 


Leader, 49-54; methods for, 50; 
qualifications of, 49; sugges- 
tions to, 52-54 

Leadership, adult, 13-14, 32, 
38-40, 49-54 

Letters received, 87, 93-04, 
118, 133, 139-49 

Letters written, 71-72, 91-02, 
114-17, 140 

Life, learning and, 32-34 

“Little Miss Pine-Tree,” 56-60 

Loving-All Institute, 107, r11- 
12 s054-10, G15 

Lydia Lord Davis School, 164 


PROJECTS IN WORLD-FRIENDSHIP 


““Mallie’s Chanct,” 1or 

Mexico, 131 

Mission boards, 10, 80 

Missionary interests of church, 
162-64 

Missions, 2-3, 5, 10, 12, 162-64 

“Mr. Nickel and Miss Penny,” 
72-70, 78 

Money-raising, 8-12 

Monthly programs, 45 

Motivation, 29-31 


Near East Relief, 131-39 
Neesima, Joseph Hardy, 110 


“OQ Haru San’s Greeting,” 65- 
70, 72 

Offering, 61, 64, 88, 90, 100, 
120, 1101-02), O55 G7 

Organizations, unification of, 
41-42; world-friendship, 4-s, 
43 

Orphanages, Near East, 131, 
133-38 


. Peace, world-, 1, 5 


Pictures, 17, 52, 62-64, 70, 80, 
87, 89, 94, IOog-I10 

Pleasant Hill Academy, 84-86, 
98-107 

Porto Rico, 108 

Posters, 133-35 

Primary-department projects, 
ey or 

Principles, important, in world- 
friendship programs, 7-27 

Program of world-friendship. 
See World-friendship, a pro- 
gram of 

Program-planning, 16, 100-101, 
125, 132, 161-62, 164-66 


INDEX 


Programs, printed, 162, 166 

Project method, 28-40 

Projects, record of, 55-167 

Pupil, activity of, development 
of, 7-10. See Activity, pupil 

Purpose, consciousness of, 29- 
31 


Real situations, 32 


Religious education, relation of 
world-friendship to, 4-5 


Sand-table, 17, 84-86 

Santee School, 87-89, 93, 99, 
Bao, 122 

Self-determination, 10-15, 23- 
24, 31-32, 39, 60, 98-100, 
Too-O; 111, .113,/124,. 131-32, 
140, 143, 161, 163 

Senior high school department 
projects, 161-67 

Service activities, 19, 21, 80, 
$£i—-13,4120, 104-07 

Smith, E. R., quoted, 14 

Social service, 3-5, 9 


Southern mountains, 
98-108, 124 


80-86, 


177 


Stereopticon, 166 

Stories, 52-53, 56-60, 63, 65- 
79; 72-76, 79; 81-84, 87-88, 
92-03, 96-98, TI0O-I1I 

Suggestion, 14-15, 51 

Sulochana Zadhav, 139-41 


Talks, 101-2, 125-26, 132, 141, 
162-63, 165-66 
Time element, 24-27, 41-48 


Unifying the program, 19-21, 
24, 34-35, 37-38, 167 

Variety of interests, 25-26 

Voting. See Self-determination 


Week-day religious education, 
40 

Weekly program, 45-47 

“Why a New Hospital ?” 127- 
31 

World-friendship, a program of, 
A, 0;.42,.45 47 

Worship, 21 


Yonezawa, Miss Tazu, frontis- 
piece, 04-05, 73,110 


Zeal, misguided, 22 


PRINTED IN THE U.S.A. 





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